新时代我国基础教育学科实践的内涵、逻辑起点与实施路径  

Connotation, Logic Starting Point and Implementation Path of Disciplinary Practices in Basic Education in the New Era of China

作　　者：李长吉 姜栋栋[1] LI Chang-ji;JIANG Dong-dong(Faculty of Education,Yunnan Normal University)

机构地区：[1]云南师范大学教育学部,云南昆明650500

出　　处：《教育理论与实践》2025年第7期12-18,共7页Theory and Practice of Education

基　　金：国家社会科学基金(教育学)国家一般项目“中国古代教师立德树人的思想与行为研究”(项目编号:BOA200051)的研究成果。

摘　　要：我国基础教育课程改革已经进入了深水区,学科实践是新一轮课程改革的方向,是课程改革的必然逻辑。新时代我国基础教育学科实践是根据新课程方案、新课程标准,从“双基”到“三维目标”再到“核心素养”的课程目标要求中提出来的,具有悠久的历史渊源,旨在将学科知识与实践相结合,具有“实践取向”的内涵。新时代我国基础教育学科实践是马克思主义关于实践的理论和马克思主义教育与生产劳动相结合这一哲学理论的产物,是杜威“从做中学”教育学思想的延伸,是布迪厄实践社会学理论的拓展。教学方法向“实践教学”转变、学习方式向“知行合一”转变以及评价方式向“教学评一体化”转变是新时代我国基础教育学科实践的实施路径。The curriculum reform of China’s basic education has entered a deep water zone,and disciplinary practice is the direction of the new round of curriculum reform and the inevitable logic of curriculum reform.Disciplinary practice in basic education in the new era is based on the new curriculum program and standard,and in accordance with the curriculum goals from“double-base”to“three-dimensional goal”and then to“core literacy”.It has a long history,aiming at the combination of disciplinary knowledge and practice with the connotation of“practice orientation”.The disciplinary practice of basic education in the new era of China is the product of philosophical theory which combines Marxist theory of practice and Marxist education with production and labor,the extension of Dewey’s educational idea of“learning by doing”,and also the expansion of Bourdier’s theory of practical sociology.The changes of teaching method to“practice teaching”,teaching model to“unity of knowledge and action”,and assessment format to“integration of teaching,learning and assessment”are the implementation approaches to the disciplinary practice of basic education in the new era of China.

关 键 词：新时代基础教育 学科实践 实践教学 知行合一 教学评一体化 

分 类 号：G420[文化科学—课程与教学论]