大单元教学:历史脉络、研究现状及路径选择  

Large Unit Teaching:Historical Context,Research Status and Path Selection

作　　者：任明满 Ren Mingman(College of Teacher Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教师教育学院,重庆400715

出　　处：《课程．教材．教法》2022年第4期97-105,共9页Curriculum，Teaching Material and Method

基　　金：中央高校基本科研业务费专项资金资助项目“西部地区处境不利学生(7—9年级)阅读抗逆的追踪研究”(SWU1909792)。

摘　　要：在单元目标、内容统整、教学实施、教学评价方面,大单元教学与我国近百年来的单元教学探索密切相关。系统考察从单元教学到大单元教学的历史脉络,可以更加客观、理性地认识大单元教学的现状。基于大概念设计大单元,创设真实情境,促进学生实践参与,发展高阶思维是当下大单元教学的主要共识。相对于改良主义的“自下而上”的设计路径,采取“自上而下”的逆向教学设计路径更加契合学科核心素养发展的本质要求,有利于突破当下大单元教学面临的理论研究困境、教研培训困境和实践探索困境,为学科核心素养落实提供新的选择。In terms of unit goals,content integration,teaching implementation,and teaching evaluation,large unit teaching is closely related to the exploration of unit teaching in China over the past 100 years.A systematic examination of the historical lineage from unit teaching to large unit teaching can provide a more objective and rational understanding of the current status of large unit teaching.The main consensus of large unit teaching is to design large units based on big ideas,create realistic situations,promote students’practical participation,and develop higher-order thinking.Compared with the reformist“bottom-up”design path,the“top-down”reverse teaching design path is more suitable for the essential requirements of the development of subject core competency,which is conducive to breaking through the theoretical research dilemma,teaching and research training dilemma and practical exploration dilemma faced by large unit teaching,and providing new options for the implementation of subject core competency.

关 键 词：单元教学 大单元教学 大概念 核心素养 

分 类 号：G633.3[文化科学—教育学]