论概念性理解——兼及“钱学森之问”的教育破解途径  

A Conceptual Analyses of Conceptual Understanding

作　　者：杨向东 黄婧 陈曦 苏小兵 Yang Xiangdong;Huang Jing;Chen Xi;Su Xiaobing(Department of Educational Psychology,Faculy of Education,East Chima Normal Universily,Shanghai 200062;High School Afiliated to Fudan University,Shanghai 200433;School of Teacher Education,Faculty of Education,East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学教育学部教育心理学系,上海200062 [2]复旦大学附属中学,上海200433 [3]华东师范大学教育学部教师教育学院,上海200062

出　　处：《教育发展研究》2022年第20期54-68,共15页Research in Educational Development

基　　金：全国教育科学“十三五”规划2020年度国家一般项目“素养导向的嵌入式测评系统研究”(BHA200132)的部分成果。

摘　　要：发展学生的概念性理解是推进当前素养本位课程改革的关键环节。不同于经验性理解,概念性理解是指超越具体事实或现象,在抽象观念(概念、原理或理论)的层面上把握事物间联系、机制或变化的深层次理解。概念性理解的形成是通过反省思维对事物意义不断概念化的过程。其表现特征体现在个体的知识组织和提取、模式识别或问题表征、解释与预测现象、问题解决与应用迁移等诸多方面。概念性理解本位的学科课程学习是一种以现实为指向的建构性学习,是将学科知识和实践方法逐渐转化为学生对所处世界不断概念化的工具和资源的过程。它需要改变既有的学科课程设计和学习范式,以大观念为主线组织课程内容,让学生经历从具体到抽象、从现象到观念的持续探究和建构过程。培养学生概念性理解能力具有重要的时代价值和现实意义。它让学生能够生成跨时空、可迁移的知识,在观念层面开展深度思维或推理,在纷繁变幻的现象中发现秩序和规律。在更深层次上,培养学生概念性理解能力有助于转变我国长久以来的实用理性传统,孕育指向理论创新的科学理性文化,从教育的角度寻求破解“钱学森之问”的可能途径。Promoting conceptual understanding of the young generation is one key aspect for pushing forward the present competence-based curriculum reform of the nation. Unlike understanding that is primarily based on surface features, conceptual understanding refers to a kind of deep understanding that grasps the relations, mechanisms or changes among things at an abstract level, that is, at a conceptual or theoretical level, which goes beyond the concrete facts or situations. The development of conceptual understanding is a process of continuously conceptualizing the meanings of things via reflective thinking. Level of conceptual understanding that an individual achieved could be detected by observing the individual’s mental or behavioral characteristics on ways of knowledge organization and retrieval, pattern recognition and problem representation, interpretation and predication of various phenomena, problem solving and transfer, etc. In order to promote conceptual understanding, learning of a specific subject via schooling should become a constructive process, during which students continuously conceptualize the real world around through utilizing subject-matter knowledge and practices as useful tools and resources. It calls for transforming the current approach of curriculum development and learning, organizing curriculum content around big ideas within/across the subject(s), and directing students to engage in the inquiry and constructive processes that go repeatedly from concreteness to abstract and from phenomenon to idea. Therefore, it is important to recognize the value of conceptual understanding in school learning.

关 键 词：概念性理解 反省思维 概念化 大观念 观念性创造 

分 类 号：G420[文化科学—课程与教学论]