循名责实——“大单元教学”的历史样态、旨趣及挑战探论  

Unveiling Reality through the Names:An Exploration of the Historical Forms,Aims,and Challenges of the“Large-unit Teaching”

作　　者：李林 LI Lin(Institute of Schooling Reform and Development,East China Normal University,Shanghai,200062,China;Department of Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学基础教育改革与发展研究所 [2]华东师范大学教育学系,上海200062

出　　处：《全球教育展望》2025年第3期14-30,共17页Global Education

基　　金：2022年度教育部人文社会科学重点研究基地重大项目“中国基础教育迈向高质量历史变革中典型经验的传承与发展研究”(项目编号:22JJD880020)的阶段性研究成果。

摘　　要：“单元”作为近代以降学校教育中的关键概念,深刻形塑了教材的编选、课程的安排及教学的开展。出于联结学科知识、融汇生活经验、增进教学趣味的考量,民国初期教育学界引入“大单元教学”的实践理念,该理念在1922年“壬戌学制”颁布之后风行,并与设计教学法互为表里、探索推进,取得一定成效,留下宝贵经验。同时更要看到,大单元设计对于外在环境与条件、教学时间的灵活与自主,以及师生的参与意愿与能力等,皆有较高要求;加之由于近现代政治与社会文化的变迁,使得此种曾经风行一时的教学探索逐渐淡出历史舞台,以致今人或会以为“大单元教学”乃是全新而速效的普适良方。回溯此种历史渊源及探索历程,严肃省察其价值与得失,直面其中的多重挑战,有助于今日在新的时代条件下,取其长而避其短,进而寻求新的突破。As a key concept in school education since modern era,“unit”has profoundly shaped the selection of teaching materials,the arrangement of curriculum and the implementation of instruction.Based on the considerations of linking subject knowledge,integrating life experiences and enhancing the interest of teaching,the education sector in early Republican China introduced the practical concept of“Large-unit Teaching”,which was advocated in particular after the promulgation of“the School System of 1922”.It was mutually complementary and promoted with the Project Method in teaching,achieving certain successes and leaving valuable experiences.Meanwhile,it should be pointed out that the large-unit project imposed demanding requirements for the external environment and conditions,the flexibility and autonomy of teaching time,as well as the willingness and competences of teachers and students to participate in the activities.In addition,the modern political and socio-cultural changes have made this kind of once-popular pedagogical explorations fade out of the historical arena gradually,causing contemporary observers to mistakenly perceive“Large-unit Teaching”as a novel and universally effective method.Reflecting on the historical origins and exploratory process of this approach and critically examining its value and shortcomings,while confronting its multiple challenges,can help us,under new contemporary conditions,capitalize on its strengths,avoid its weaknesses,and seek new breakthroughs.

关 键 词：单元 大单元教学 设计法 历史样态 实践挑战 

分 类 号：G633.51[文化科学—教育学]