评大概念教学之争  

Comment on the Dispute of Big Ideas Teaching

作　　者：张俊列[1] 刘欢[1] Zhang Junlie;Liu Huan

机构地区：[1]陕西师范大学教育学部,西安710062

出　　处：《课程．教材．教法》2024年第4期51-58,共8页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金2019年度教育学一般课题“立美与成美:课程美学实践应用机制研究”(BAA190232)。

摘　　要：“大概念”是2022年版义务教育课程方案和各科课程标准中颇具代表性的观念变化。然而,随着大概念教学在更大范围的实践推广,其诸多问题不断聚集起来,并由此引发了肯定与否定两种对立性观点的争议。考察对大概念教学的质疑或批判观点,主要集中于其前提假设是否成立、是否适应中国实践、是否适合所有学科。如何评判大概念教学之争,首先需要解决对大概念教学的认识确证问题,从中国课程改革的整体进程、理论与实践的转化过程以及学生发展立场来确证大概念教学的价值性、适应性与本质性。大概念教学的落地需要从理论与实践的角度同时解决好认知问题与操作问题,厘清相关核心概念及其关系,做好学校课程教学顶层设计,立足现实精准把脉关键问题,提供典型案例支撑,方能推动大概念教学真实有效地进入课堂。“Big ideas”is the most representative conceptual change in the latest compulsory education curriculum program and standards.With wider practice of big ideas teaching,however,many problems continue to emerge,which leads to dispute between affirmative and negative views.The skeptical or critical views on big ideas teaching mainly focus on the following questions;whether its hypothesis is established,whether it is suitable for teaching practice in China,and whether it is suitable for all disciplines.People should confirm the understanding of big ideas teaching and confirm its value,adaptability and essence from the aspects of the wliole process of Chinese curriculum reform,the transformation process of theory to practice and students'development.In order to implement big ideas teaching,people need to overcome cognitive and operational problems from both theoretical and practical perspectives,clarify relevant core concepts and their relations,do a good job in the top-level design of school curriculum teaching,accurately grasp the key problems based on reality,and provide typical case support.

关 键 词：大概念 大概念教学 大单元教学 核心素养 

分 类 号：G42[文化科学—课程与教学论]