知行关系视域下的课程实施路径探寻  

Exploration of Curriaulum Implumentation Path from the Perspective of Kmwldg-Action Relationship

作　　者：杨小微 吴佳[1] Yang Xiaowei;Wu Jia

机构地区：[1]广西师范大学教育学部,桂林541000 [2]华东师范大学基础教育改革与发展研究所,上海200062

出　　处：《课程．教材．教法》2023年第3期18-26,共9页Curriculum，Teaching Material and Method

基　　金：中央高校基本科研业务费项目华东师范大学共享交叉基金(人文社会科学)项目“现代化进程中的未来学校探究”(2020ECNU-GXJ004)。

摘　　要：20多年来,我国基础教育课程改革在学习方式和教学方法上持续变革,涌现了不少新经验与新路向,呈现出直观、精准、有深度、综合、合作、以行求知等重要特征;在知行关系视域下,课程实施表现为一种特殊的认识过程,不仅具有与一般认识过程相同的“从行到知”和“从知到行”,还大量存在“从知到知”认识回环;回应义务教育新课程方案提出的新要求,需要选择“以知导行”“以行成知”和“即知即行”等不同路径来实现,在实际教学过程的导入、展开和终结三个基本阶段也须灵活运用问题驱动、过程调控和评价反馈等多种策略。For more than 20 years,the curriculum reform of basic education in China has continuously changed in learning methods and teaching strategies,and many new experiences and directions have emerged,showing characteristics such as accuracy,depth,and comprehensiveness.From the perspective of knowledge-action relationship,curriculum implementation is a special∞ognitive process resembling general cognitive process in the reciprocal transformation of practice and action and differentiating in the transformation from knowledge to knowledge.The new cutriculum program puts forward new requirements,depending on the choice of different transfor mation paths.During teaching process,we should also use a variety of measures,such as process adjustment and evaluation feedbacks.

关 键 词：知行关系 课程实施 学习方式 

分 类 号：G42[文化科学—课程与教学论]