大单元教学的“入场阻隔”及其破解  

The"Entrance Barriers"of Large Unit Teaching and Its Solution

作　　者：周瑞 段兆兵[1] Zhou Rui;Duan Zhaobing(Anhui Normal University)

机构地区：[1]安徽师范大学教育科学学院,芜湖241000

出　　处：《当代教育科学》2024年第6期49-55,共7页Contemporary Education Sciences

基　　金：国家社会科学基金教育学一般课题“新中国成立70年基础教育课程话语变迁的历史阶段与特征研究”(项目编号:BHA190142)的研究成果之一。

摘　　要：大单元教学的“入场阻隔”是指由于各种原因造成的大单元教学未能真正成为教学实践活动而陷入困境的一种状态,表现为教师教学的“单元”认知阻隔、“概念”设计阻隔及“学科化”实施阻隔。原因在于:嵌套逻辑导致的“单元”认知局限,核心素养目标提取困难导致的“概念”设计惯性,以及形式化探究和刻板化教学引发的“学科化”模式固化。要破解大单元教学的“入场阻隔”,需要准确把握大单元教学中“大”的含义,突破“单元”教学的认知局限;以“大概念”统领教学设计,突破“概念”教学知识点状分布的设计局限;以核心素养统率教学实施,突破刻板的“学科化”实施局限。The“entrance barrier”of large-unit teaching refers to a state of being in trouble in which large-unit teaching fails to become a teaching practice because of various reasons,that shows as the“unit”cognitive bariers of teachers teaching,“concept”design barriers and“subject-based”barriers in the implementation.The reasons are as follows:the cognitive limitation of“small unit”caused by nested logic,the conceptual design inertia to difficulties of extracting the goal of core lit-eracy,as well as the consolidation of the disciplinary patterns caused by the formalized inquiry and stereotyped teaching.In order to break through the“entrance barriers”of large-unit teaching,it is necessary to grasp the meaning of“Big”in large-unit teaching,to break through the cognitive limitation of small--unit teaching,and to use“Big concept”to guide teaching designs,we should break through the design limitation of the point distribution of the teaching knowledge of“Small con-cept”,and break through the disciplinary limitation of rigid implementation with teaching at the core literacy level.

关 键 词：大单元教学 入场阻隔 大概念 

分 类 号：G632.0[文化科学—教育学]