义务教育新课标背景下学科教育之“学科性”再思考——以历史学科教学为例  

Rethinking the“Disciplinarity”of Subject Education Under the Background of New Curriculum Standard of Compulsory Education

作　　者：陶晓芳[1] 郑流爱[1] Tao Xiao-fang;Zheng Liu-ai(College of Teacher Education,Zhejiang Normal University,Jinhua 321000,China)

机构地区：[1]浙江师范大学教师教育学院,浙江金华321000

出　　处：《教师教育论坛》2024年第7期46-50,共5页Teacher Education Forum

摘　　要：课改过程中,学科教育的“学科性”有所流失,主要表现为学科性质定位失当、课程内容体系有待优化、教学方式未能与学科有效契合。分析其缘由,学科观念认识模糊、盲目尊崇西方理论、知识学习地位旁落是造成“学科性”流失的主要原因。义务教育新课标的颁布和新一轮课程改革的推进要求立足核心素养,优化学科实践,复归学科教育的“学科性”,实现学科育人。由此,我们应正确理解学科性质和意义,树立学科信仰;重视学科知识,发挥育人价值;正确借鉴外来教育理论,优化学科实践。In the course reform process,the“disciplinarity”of subject education is being lost,which is mainly manifested as the improper orientation of subject nature,the system of course content to be optimized,and the teaching method fails to fit effectively with the subject.The main reasons for the loss of“disciplinarity”are the deeply rooted concept of“loyalty”in curriculum implementation,blind learning of western educational theories and the drop in knowledge status.Under the guidance of the new curriculum standard,we should correctly understand the nature and significance of the subject and establish the subject belief;Attach importance to subject knowledge and bring into play the value of education;Organic“integration”of foreign education theory,optimize discipline practice.Therefore,the discipline education can bring the function of discipline education into full play while finding the“discipline”.

关 键 词：义务教育新课标 学科教育 学科性 学科育人 

分 类 号：G639[文化科学—教育学]