学习任务群视域下知识观转型与教学变革  

Transformation of Knowledge View and Teaching Reform from the Perspective of Learning Task Groups

作　　者：胡春梅[1] 吴欣歆[2] HU Chunmei;WU Xinxin

机构地区：[1]北京教育学院人文与外语教育学院 [2]北京师范大学文学院,北京100875

出　　处：《天津师范大学学报（基础教育版）》2024年第3期64-69,共6页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：国家教材建设重点研究基地项目——教育部规划重点项目“普通高中语文课程标准实施情况研究”(1241200012);北京教育学院“十四五”学科创新平台“语文学习任务群学科知识研究”(XKCXPT0305)。

摘　　要：学科知识、主体经验和学习活动是语文教学不可缺少的要素,不能因强调其一而取代另两者。学习任务群视域下的知识观,是从静态知识到动态运用、从知识点到概括性知识、从“知识—人”到“知识—世界—人”。学习任务群以实践活动内联知识类型、以学习单元建立知识结构、以真实情境促进知识—人—世界三者交融,探索出一条知识生成素养的有效路径。研究认为,依据学习任务群的特征,以初中语文为例,教学实践中宜采用概括性知识统领的单元教学,可分为提炼单元的概括性知识、提出引导性问题融入学科知识、设计知识理解与运用的学习过程三个步骤。Subject knowledge,subject experience and learning activities are indispensable elements in Chinese language teaching,and cannot be replaced by emphasizing one of them.The knowledge perspective in the context of learning task groups is from static knowledge to dynamic application,from knowledge points to general knowledge and from"knowledge people"to"knowledge world people".The learning task group connects knowledge types through practical activities,establishes knowledge structures through learning units,and promotes the integration of knowledge,people and the world through real situations,exploring an effective path for knowledge generation literacy.Research suggests that based on the characteristics of learning task groups,taking junior high school Chinese as an example,it is advisable to adopt unit teaching guided by general knowledge in teaching practice.This can be divided into three steps:extracting general knowledge from the unit,proposing guiding questions to integrate into subject knowledge and designing a learning process for understanding and applying knowledge.

关 键 词：初中语文 学习任务群 学科知识 知识结构 概括性知识 

分 类 号：G633.3[文化科学—教育学]