中学历史教学设计何以促进深度学习:核心要义与设计框架  

How Middle School History Instructional Design Promotes Deep Learning:Core Principles and Design Framework

作　　者：谢欧[1] 张少博 谢欣[1] XIE Ou;ZHANG Shaobo;XIE Xin

机构地区：[1]西南大学教师教育学院,重庆400715 [2]重庆市第一中学,重庆400030

出　　处：《中国教育学刊》2025年第2期87-94,共8页Journal of The Chinese Society of Education

基　　金：重庆市社会科学规划项目“铸牢中华民族共同体意识融入中小学常态化教育的经验与路径研究”(项目编号:2023NDYB178);教育部产学研项目“全面发展理念下历史教学法的改革与创新对提高学生人文素养影响的研究”(项目编号:231007325301317)研究成果。

摘　　要：深度学习对于中学历史学科育人价值的实现和推进新一轮课改的实施具有重要意义,其在教学中的有效转化需准确把握目标、内容、教学和评价四个核心要义。在目标层面,应指向人的发展设计有意义的学习;在内容层面,应设计可联想的具有广度和深度的教学内容;在教学层面,需设计深度参与的教学过程;在评价层面,则应合理设计过程性评价与运用性评价。基于对四个核心要义的把握,在教学中不仅要明确基于大概念的多维教学目标,整合基于大单元的统整教学内容,还要创设基于大任务的参与型教学活动和开展教学评一体化的教学评价。最终,在凸显“深”的教学设计框架下推动深度学习的发生。Deep learning,as an innovative learning concept and pattern,is of great significance to the realization of the educational value in middle school history and the implementation of the new round of curriculum reform in China.To effectively integrate this concept into teaching,it is essential to accurately grasp of the four core dimensions:goals,content,teaching and evaluation.At the goal level,meaningful learning should be designed to foster human development;at the content level,interconnected content should be designed to ensure teaching content with breadth and depth;at the teaching level,the process of in-depth participation should be designed;and at the evaluation level,formative and application-based assessments should be thoughtfully structured.Building on the four core dimensions,it is necessary to define the multi-dimensional teaching objectives based on the big ideas,integrate the unified teaching content structured around comprehensive units,design participatory teaching activities centered on the big tasks and carry out the teaching evaluation integrated with teaching process.Ultimately,deep learning will be facilitated through the framework of teaching design that prioritizes"depth".

关 键 词：历史教学设计 深度学习 意义设计 联想迁移 创新评价 

分 类 号：G633[文化科学—教育学]