中国人文社会科学核心期刊

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论学科核心素养——兼论信息时代的学科教育

张华

张华. 论学科核心素养——兼论信息时代的学科教育[J]. 华东师范大学学报(教育科学版), 2019, 37(1): 55-65. doi: 10.16382/j.cnki.1000-5560.2019.01.007
引用本文: 张华. 论学科核心素养——兼论信息时代的学科教育[J]. 华东师范大学学报(教育科学版), 2019, 37(1): 55-65. doi: 10.16382/j.cnki.1000-5560.2019.01.007
ZHANG Hua. On Disciplinary Key Competences: Towards Subject Education in Information Era[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(1): 55-65. doi: 10.16382/j.cnki.1000-5560.2019.01.007
Citation: ZHANG Hua. On Disciplinary Key Competences: Towards Subject Education in Information Era[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(1): 55-65. doi: 10.16382/j.cnki.1000-5560.2019.01.007

论学科核心素养——兼论信息时代的学科教育

doi: 10.16382/j.cnki.1000-5560.2019.01.007
基金项目: 

国家社会科学基金教育学重点课题"高中阶段的教育发展战略研究" AHA120004

On Disciplinary Key Competences: Towards Subject Education in Information Era

  • 摘要: 学科核心素养系以学科理解或思维为核心的学科高级能力与人性能力,是信息时代学科教育的基本目标。它在本质上是学科知识观的根本转型:由事实本位走向理解取向。选择少而重要的学科核心观念,让它们彼此间建立有机联系,使课程结构由"学科事实覆盖型"转化为"学科观念理解型",让学科核心观念植根于真实问题情境,学生由此可以跨越不同年龄或年级持续探究并发展学科理解,这是信息时代学科教育的第一要义。让学生通过亲身参与学科实践而学习学科,亲身经历学科知识的诞生过程,由此既理解学科性质,又发展学科实践力,这是信息时代学科教育的第二要义。这种新型学科教育的重要特征是实现了学科世界与生活世界、学科实践与生活实践的双向融合。我国学科教育改革迫在眉睫的任务是摒弃"间接经验论"与"双基论",走向"直接经验论"与"核心素养观"。
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  • 刊出日期:  2019-01-20

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