学科中心到学科联动:教学内容抉择的界限与超越  

Subject Center to Subject Linkage:Boundaries and Beyond of Teaching Content Choice

作　　者：李纯[1] 刘露婷 Li Chun;Liu Luting(Guizhou Normal University)

机构地区：[1]贵州师范大学教育学院

出　　处：《当代教育科学》2023年第1期40-46,64,共8页Contemporary Education Sciences

摘　　要：学科中心的教学内容抉择,由于过分强调单科知识体系,忽视学科间的链条作用,容易产生学科之间知识分离的本体困境、主客体割裂的认知困境及知识与生活脱节的功能困境。学科联动通过关系性思维,重构学科知识的三维关系,形成了对学科中心教学内容界限的认识论超越,可以分两步走:首先,在认识论上从实体性思维转向关系性思维;其次,在关系思维指导下明确学科联动的实现路径,即课程主题选择与确定、教学活动方式优化提升以及教学评价框架建构。Subject-centered teaching content choice is prone to the ontological dilemma of separating knowledge between subjects,the cognitive dilemma of separating subject and object,and the functional dilemma of disconnecting knowledge from life due to the overemphasis on single subject knowledge system and the neglect of interdisciplinary chains. Through relational thinking,disciplinary linkage reconstructs the three-dimensional relationship of disciplinary knowledge and forms an epistemological transcendence of the boundaries of discipline-centered teaching content,which can be carried out in two steps:firstly,it shifts from physical to relational thinking in epistemology;secondly,it clarifies the realization path of disciplinary linkage under the guidance of relational thinking,i.e.,the selection and determination of curriculum themes,the refinement and quality of teaching activity methods,and the construction of teaching evaluation framework.

关 键 词：学科中心 学科联动 主题课程开发 

分 类 号：G420[文化科学—课程与教学论]