新课程视域下语文学习任务设计模型的建构  

Construction of Chinese Learning Task Design Model from the Perspective of New Curriculum

作　　者：文艺 Wen Yi

机构地区：[1]江南大学教育学院,无锡214122

出　　处：《课程.教材.教法》2025年第3期111-118,共8页Curriculum,Teaching Material and Method

基　　金：广东省教育科学规划2025年度中小学教师教育科研能力提升计划项目“基于学习任务的小学语文教学评一体化实证研究”(2025YQJK0179)。

摘　　要：随着素养目标时代的来临,学习任务设计成为推进语文课程改革必须解决的重要问题。以“基于设计的研究”为方法论,经过理论探索和两轮实践检验,可以建构语文学习任务设计模型。根据模型,语文学习任务设计包括三个阶段和九个步骤:阶段一是“明确任务驱动的语文学习目标”,步骤为“明确范围主题并锚定课程标准”“确定指向语文核心素养的迁移目标”和“叙写具体的语文学习目标”;阶段二是“描述真实有效的语文学习任务内容”,步骤为“构思语文学习任务原型”“匹配语文学习任务情境”和“叙写语文学习任务指令”;阶段三是“明确子任务及评价与支持工具”,步骤为“结合选文分解子任务”“确定成功标准与开发评分规则”和“提供反馈指导与学习支持”。In the era of competency,learning task design has become an important issue to promote Chinese curriculum reform.With research based on design as methodology,after theoretical exploration and two rounds of practical tests,we can construct Chinese learning task design model.According to the model,the design includes three stages and nine steps.Stage one is defining task-driven Chinese learning goal and steps are defining scope theme and anchoring curriculum standards,determining transfer goal pointing to Chinese core competency and describing specific Chinese learning goal.Stage two is describing real and effective Chinese learning task content and steps are conceiving Chinese learning task prototype,matching Chinese learning task context and describing Chinese learning task instruction.Stage three is defining subtasks and evaluation and support tools and steps are decomposing subtasks with selected texts,determining success criteria and developing scoring rules and providing fedback guidance and learning support.

关 键 词：语文学习任务 学习任务设计 基于设计的研究 

分 类 号：G623[文化科学—教育学]