核心素养视域下高校“第二课堂”的价值与实践关照  

The Value and Practice of “Second Classroom” in Universities in the Perspective of Core Literacy

作　　者：陈继旭[1] 袁德润[2] CHEN Ji-xu;YUAN De-run(Chinese Education Modernization Research Institute of Hangzhou Normal University;Jing Hengyi School of Education Hangzhou Normal University)

机构地区：[1]杭州师范大学中国教育现代化研究院 [2]杭州师范大学经亨颐教育学院,浙江杭州311121

出　　处：《教育理论与实践》2023年第15期56-60,共5页Theory and Practice of Education

基　　金：杭州师范大学经亨颐教育学院省优势特色学科培育项目“第二课堂协同育人课程体系建构研究”(项目编号:19JYXK036)的研究成果。

摘　　要：核心素养视域下大学课程的改革之难,在于如何在现有专业分科体系下培养通才,如何在普及性教育条件下关注学生的个性化和差异化发展,在于评价体系如何从甄别选拔式转向人的价值的真实实现。第二课堂是发展学生综合素质的重要载体,梳理第二课堂历史脉络,对比核心素养要点与第二课堂活动内容可以发现,第二课堂育人方式与核心素养要求同频共振,能有效推动核心素养实践落地,可通过课程体系协同、教学主体协作、信息资源共享、课程评价多维等方式推动第一、二课堂协同,实现教育高质量发展。The difficulty of university curriculum reform in the perspective of core literacy lies in how to cultivate generalists under the existing professional division system,how to pay attention to the individualized and differentiated development of students under the conditions of universal education,and how the evaluation system changes from screening and selection to the true realization of human values.The second classroom is an important carrier for developing students’comprehensive quality.By sorting out the historical context of the second classroom and comparing the key points of core literacy with the content of the second classroom activities,it can be found that the second-classroom educational method and core-literacy requirements resonate at the same frequency,which can effectively promote the implementation of core literacy practice,and promote the coordination of the first classroom and second classroom through such multi-dimension ways as curriculum system coordination,teaching subject cooperation,information resource sharing,and curriculum evaluation to achieve the high-quality development of education.

关 键 词：大学生 核心素养 第二课堂 课程体系化 行为协作化 资源信息化 评价多维化 协同育人 

分 类 号：G642.0[文化科学—高等教育学]