大概念的误解、澄清及实践进路  

Misunderstanding, Clarification and Practical Approach of Big Concepts

作　　者：张学军[1] 焦晨晨 岳彦龙 ZHANG Xuejun;JIAO Chenchen;YUE Yanlong(School of Educational Technology,Northwest Normal University,Lanzhou Gansu 730070;Faculty of Education,Southwest University,Chongqing 400715)

机构地区：[1]西北师范大学教育技术学院,甘肃兰州730070 [2]西南大学教育学部,重庆400715

出　　处：《电化教育研究》2024年第2期48-54,共7页E-education Research

摘　　要：大单元教学是落实核心素养的突破口,大单元教学需要围绕大概念开展教学设计,大概念的明晰与否关乎大单元教学设计的科学性和规范性。然而,文献梳理反映了人们对大概念本质内涵的误解。研究发现,这些误解主要是由以下五个方面导致:大概念的起源存在分野、大概念的内涵众说纷纭、大概念的表现形式与内涵不一致、大概念的概念泛化现象严重、外来概念的盲目引进与过分夸大。通过语言学和词源学的考察,利用演绎推理对大概念进行了澄清,指出其本质是概念而非命题、想法等。此外,研究明确了大概念和大观念是两个不同的概念,不应混淆,即要根据具体情况选择走大概念之路或大观念之路,这样才能更好地在实践中落地。Large unit teaching is the breakthrough to implement the core competencies.Large unit teaching needs to be designed around the big concept,and the clarity of the big concept is related to the scientific and normative nature of the design of large unit teaching.However,the literature review reflects people's misunderstanding of the essential connotation of the big concept.It is found that these misunderstandings are mainly caused by the following five aspects:the origins of big concepts are different,the connotations of big concepts are different,the manifestations and connotations of big concepts are inconsistent,the conceptual generalization of big concepts is serious,and foreign concepts are blindly introduced and over-exaggerated.Through linguistic and etymological investigations,this paper clarifies the big concept by deductive reasoning and points out that they are concepts rather than propositions or ideas.In addition,this paper makes it clear that big concept and big idea are two different concepts,and should not be confused.It is necessary to choose to follow the path of big concept or that of big idea according to the specific situation,so as to better realize in practice.

关 键 词：大概念 误解 澄清 实践进路 大观念 

分 类 号：G434[文化科学—教育学]