核心素养导向下技术赋能教学的逻辑与行动  

The Logic and Action of Technology-empowered Teaching and Learning Under Core Competency Orientation

作　　者：杨霞[1] 范蔚[1] YANG Xia;FAN Wei(Faculty of Education,Southwest University,Chongqing,400715,China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育与教学研究》2025年第3期70-83,共14页Education and Teaching Research

基　　金：国家社会科学基金教育学一般项目“统编教材的中华民族共同体意识建构及其教学实现研究”(编号:BHA230135)。

摘　　要：核心素养导向下的教学有着自身的特点和规律,其对技术赋能的方式以及所要达至的功能都有着不同于传统教学的视域选择与实践行动。有鉴于此,需要回归核心素养导向下的课堂教学本身,通过梳理相关文献,遵循“发生—实践—行动”的技术路线,构建技术赋能教学的分析框架,以此厘清技术赋能教学的发生逻辑,探析技术赋能教学的存在性表征与内在性机理;并立足于技术与教学融合的整体性样态,遵从“跳出—坚守—融合”的立体化实践主线,搭建技术赋能教学的实践架构。在对技术赋能教学的发生逻辑及其实践架构的分析基础上,通过构建“条件—限度”的思维场、形成“前提—关键”的维度位以及打造“互动—融合”的共生序等具体行动路向寻求技术赋能教学的路径创新,以期为教育教学的改革与实践提供参考。The teaching under the guidance of core competency has its own characteristics and rules.The way of technology empowerment and the function it wants to achieve are different from the traditional teaching vision selection and practice actions.Because of this,it needs to return to classroom teaching itself under the guide of the core competency.By reviewing relevant literature and following the technical pathway of ″emergence-practice-action″,an analytical framework for technology-empowered teaching is constructed.This framework clarifies the occurrence logic of technology-empowered teaching,explores its existential manifestations and intrinsic mechanisms,and relies on the holistic integration of technology and teaching,adheres to the three-dimensional practical line of ″transcendence-commitment-integration″ to build a practical structure for technology-empowered teaching.On the basis of analyzing the occurrence logic and practical framework of technology-empowered teaching,innovative pathways are sought through specific actions such as constructing a ″conditions-limitations″ cognitive field,forming ″prerequisites-keys″ dimensions and creating a symbiotic order of ″interaction-integration″.These efforts aim to provide a reference for the reform and practice of education and teaching.

关 键 词：核心素养 技术赋能 教学变革 共生发展 

分 类 号：G434[文化科学—教育学]