核心素养导向的学科实践:内在逻辑与学习进程  

Disciplinary Practice Oriented by Core Competency: Internal Logic and Learning Process

作　　者：刘艳[1] 郭元祥[2] Liu Yan;Guo Yuanxiang

机构地区：[1]华中师范大学教育学院,武汉430079 [2]华中师范大学,武汉430079

出　　处：《课程．教材．教法》2024年第2期38-45,共8页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学重点研究基地华东师范大学课程与教学研究所“十四五”规划2022年度重大项目“指向核心素养的课堂学习研究”(22JJD880026)。

摘　　要：学科实践是核心素养导向下的学科学习新形态,指向学生应对复杂问题情境的胜任力与协作交往的道德力的培育。学科实践包含人类实践、专业实践和个体实践,其紧紧围绕着学科知识与学科实践、学科观念与学科实践的互通关系而展开,知识在人类实践中产生又在指导和规约实践中得以发展,个体观念则在经历学科知识生产和发展的思维过程和实践过程中得以建构,再应用于实际问题解决以发展学生的学科理解力与学科实践力。学科实践以感性实践为起点,在复杂问题解决学习中通过理性实践与协作探究深化知识理解,并在知行循环中实现知识迁移与知识应用。让学科实践在学校教育中得以真正落实,需明确“学用合一”的学习理念,以“学科心理”来融通系列学习活动,厘清进阶性学科问题与问题链的现实路径,并致力构建意义协商的学习共同体。Disciplinary practice is a new form of disciplinary learning oriented by core competency,which refers to the cultivation of students'competence in dealing with complex problem situations and cooperative and interactive moral ability.It includes human,professional practice and individual practice,and revolves the relationship between disciplinary knowledge and practice and disciplinary concept and practice.Knowledge comes into being in human practice and develops in instructive and regulative practice,and individual concept is constructed in the thinking and practice of the production and development of disciplinary knowledge,and then applied to solve practical problem to develop students'disciplinary understanding and practice ability.Based on perceptual practice,disciplinary practice deepens knowledge understanding through rational practice and cooperation in complex problem-solving learning and realizes knowledge transfer and application in knowledge-action cycle.To carry it out in school education,we should clarify the learning idea of"integration of learning and application",integrate learning activities with"disciplinary psychology",figure out the realistic path of progressive disciplinary problem and problem chain,and construct learning community of meaning negotiation.

关 键 词：学科实践 学科观念 感性实践 社会建构 复杂问题解决 

分 类 号：G423.07[文化科学—课程与教学论]