论学科核心素养——兼论信息时代的学科教育

张华

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

张华

杭州师范大学教育科学研究院, 杭州 311121

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

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出版历程
- 刊出日期: 2019-01-20

On Disciplinary Key Competences: Towards Subject Education in Information Era

ZHANG Hua

Graduate School of Educational Studies, Hangzhou Normal University, Hangzhou 311121, China

摘要

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"。
- 学科核心素养 /
- 学科核心观念 /
- 学科实践 /
- 学科教育 /
- 理解本位知识论
Abstract: Disciplinary key competences are high-order abilities and humanistic abilities in disciplines, with disciplinary understanding or thinking as their core. They are the basic goals of subject education in information era. They essentially embody the fundamental change of disciplinary epistemology:from fact-basedness to understanding-orientation. The first meaning of subject education in information era is to choose few and important disciplinary core ideas, construct dynamic relationships among them, change curriculum structure from the type of "coverage of disciplinary facts" to the one of "understanding disciplinary ideas", and root all the disciplinary core ideas into real problematic situations so that students can continuously investigate the ideas and deepen their disciplinary understanding progressively across their ages or grades. The second meaning of subject education in information era is to help students learn disciplines through disciplinary practices, and experience the birth of disciplinary knowledge, so that they can understand the nature of disciplines and develop the practical abilities of disciplines. The important feature of the new subject education is the dual-directions of disciplinary world and life world, disciplinary practice and life practice. The urgent task for the reform of Chinese subject education is to give up "the view of indirect experience" and "the view of basic knowledge and skills", and introduce "the vision of direct experience" and "the vision of key competences".
- disciplinary key competences /
- disciplinary core ideas /
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