摘要
“大概念”和“单元教学”是当下学科核心素养落地的两个关键词。大概念是相对概念更是思想方法,它具有与具体概念所不同的四个特点:它是揭示概念关系并阐述观点的陈述句;能跨领域统摄非连续内容;具有横断性,能跨时间、文化和情境迁移;可以贯通进阶发展。大概念下的单元教学设计要通过确定单元组织核心、梳理单元大概念体系及确定教学设计思维展开路径来完成,它突破了自然单元和主题单元的局限。
Currently,“big idea”and“unit teaching”are the key words for the implementation of subject key competency.The big idea falling into the unit teaching design level is a relative concept and method of thinking,but it has four characteristics different from the specific concepts.It is a statement that reveals the relationship of concepts and expounds the point of view.It can control the discontinuous content across the field.It can transfer across time,culture and situation,and can connect with advanced development.To realize the unit teaching design under the big idea,effective strategies include determining the core of unit organization,summarizing the system of unit big idea and choosing the development path of teaching design thinking.It can break through the limitations of natural unit and thematic unit.
作者
李春艳
Li Chunyan(School of Mathemalics and Science Educalion,Beijing Inustilule of Educaliomn,Beijing 100044,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2020年第9期96-101,共6页
Curriculum，Teaching Material and Method
基金
北京教育学院2017年重点关注课题“落实‘以学生为中心’理念的中学地理教学研究”(ZDGZ2017-15)。
关键词
单元教学设计
大概念
地理教学
层级式知识结构
unit teaching design
big ideas
geography teaching
hierarchical knowledge structure
作者简介
李春艳,1968年生,女,黑龙江哈尔滨人,北京教育学院副教授,主要从事地理教育教学研究和教师培训研究。
