化知识为素养的教学机理、过程与要求  

On the Teaching Mechanism,Process and Conditions of Transforming Knowledge into Competency

作　　者：张良 王永强[3] Zhang Liang;Wang Yongqiang(Center for Studies Education and Psychology of Minorities,Faculty of Education,Southwest University,Chongqing 400715,China;Chongqing Nan an Teachers’Training Academy,Chongqing 401336,China)

机构地区：[1]西南大学西南民族教育与心理研究中心,重庆400715 [2]西南大学教育学部,重庆400715 [3]重庆市南岸区教师进修学院,重庆401336

出　　处：《课程．教材．教法》2022年第6期65-71,共7页Curriculum，Teaching Material and Method

基　　金：国家社科基金“十四五”规划2021年度教育学一般项目“新时代中小学育人方式的价值逻辑与实践变革研究”(BHA210135);教育部科技创新工作专项“数据治理促进‘规模化与个性化’教育的协同机制研究”;重庆市教育委员会2020年度高等教育教学改革研究项目“社会主义核心价值观融入继续教育的课程设计策略研究”(203274)。

摘　　要：核心素养落地生根的关键问题在于推动知识与素养间的教学转化。素养作为道德性地运用知识解决复杂问题的能力,它与知识间的转化体现为复杂情境驱动下道德性的知识运用,内容之知与能力之知、德性之知的创造性整合等教学机理,呈现出情境创设与问题提出、知识运用与协作探究以及观念表达与意义反思等阶段性特征。推动两者间的转化,至少需要真实性学习任务的设计、结构不良问题的驱动、运用为本的学习样态以及表现性的学习质量评价等。The key issue to develop core competency is to promote the teaching transformation between knowledge and competency.As the ability to apply ethical knowledge to solve complex problems,the transformation of knowledge into competency is manifested in the ethical application of knowledge driven by complex contexts,and teaching mechanisms such as the creative integration of content knowledge with ability knowledge and moral knowledge,showing features of stages such as context creation and problem posing,knowledge application and collaborative inquiry,and idea expression and meaning reflection.To promote the transformation of knowledge into competency,the design of authentic learning tasks,the improvement of poorly structured questions,the application-based learning styles,and the performance-based assessment for learning quality are all required.

关 键 词：化知识为素养 教学转化 真实性学习任务 

分 类 号：G42[文化科学—课程与教学论]