项目化学习的教学论意义  

On Pedagogical Implications of Problem Based Learning

作　　者：丁凯丽 李茂森[1,2] DING Kaili;LI Maosen(School of Teacher Education,Huzhou University,Huzhou 313000,China;Zhejiang Rural Education Research Center,Huzhou 313000,China)

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000 [2]浙江省乡村教育研究中心,浙江湖州313000

出　　处：《湖州师范学院学报》2023年第7期36-41,共6页Journal of Huzhou University

基　　金：浙江省教师教育创新实验区第二批建设项目“自学·互学·共学:‘学为中心’的教师教育课程教学模式改革研究与实践”(浙教办函〔2022〕200号)的阶段性成果。

摘　　要：项目化学习是实现知识掌握与核心素养培养双重教育目标的有力抓手,具有较为重要的教学论意义。在知识观层面,超越知识二元对立理念,强调公共知识和个人知识的统一;在教学观层面,保持教学过程的开放性、动态性,构建学为中心的课堂教学;在教师观层面,深化教师教学理念与行为的转变,促使单一的封闭式讲授转向多样化的教导;在学习观层面,从促进学生学习真实发生的角度,凸显学习的主动性、体验性、创造性;在评价观层面,着重关注表现性评价,合理、有效地运用多种评价方法和评价类型,形成素养导向的评价连续体。Project Project based learning is a crucial way to achieve the educational objectives of mastery of knowledge and the cultivation of core competencies.At the view of knowledge,it transcends the binary opposition of knowledge and emphasizes the unity of public and personal knowledge;at the view of teaching,through the open and dynamic teaching process,it structures the learning centered teaching;at the view of teacher,it completely converts teacher’s philosophy and behavior for adopting various teaching methods;at the view of learning,by the means of active learning,experience learning and creative learning,it enables students’positive study;at the view of assessment,it emphasizes the performance assessment and effectively uses various evaluation methods and types,generating competence oriented assessment continuum.

关 键 词：项目化学习 知识观 教学观 教师观 学习观 评价观 

分 类 号：G423[文化科学—课程与教学论]