指向学科核心素养的单元设计:建构一致性的视角被引量：14

Unit Design for Subject Competencies:in the View of Constructive Alignment

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摘要单元是落实学科核心素养的基本教学单位,指向学科核心素养的单元设计需要回应目标、教学、评价之间何以一致,学生何以开展有意义的学习等问题。建构一致性以建构主义为学习理论基础,以目标—教学—评价的一致性为课程理论基础,为教学设计提供一种理论框架。它为落实学科核心素养所需的单元设计提供理论指引,其统整性学习目标可与单元目标指向的学科核心素养相匹配、其情境性教学可帮助学生在单元教学中习得学科核心素养、其表现性评价可在单元评价中诊断学科核心素养的达成情况。基于建构一致性的视角,遵循"明晰学习目标—设计教学活动—开展评价设计"的分析框架,可从三个方面实施单元设计:一是明晰学习目标,即分析课标、学情及教材,确定单元目标构成;二是设计教学活动,即基于目标描述可能的活动并分组,审视分组所得的核心学习任务;三是开展评价设计,即确定成绩来源,基于目标开发评价,核查评价与目标及教学的一致性。 Unit is the basic teaching element to achieve subject competencies(SC),and their corresponding unit design should response to how objective,teaching and assessment can be aligned,and how students can engage in meaningful learning.Constructive alignment is a teaching design theory based on the constructivist learning theory and curriculum alignment theory.It guides unit design for SC at the theoretical level,together with its integrated learning objectives fitting for SC targeted for unit objectives,its situational teaching promoting students to learn SC during unit teaching,and its performance assessment being available for diagnosing realization of SC during unit assessment.From the perspective of constructive alignment,there are three steps to implement unit design,following the framework of"identify learning objectives,design teaching activities and carry out assessment design".The first step is to identify learning objectives,including analyzing content standards,students prerequisite knowledge,textbook,and determining the composition of unit objectives.The second step is to design teaching activities,including describing possible activities and grouping them,and examining key learning tasks produced by grouping.The third step is to design assessment,including affirming examining mode,developing assessments based on learning outcomes,and checking the alignment among assessments,objectives and teaching.

作者邵朝友杨宇凡胡晓敏 SHAO Chaoyou;YANG Yufan;Hu Xiaomin(College of Education,Wenzhou University,'Wenzhou,325027,China;College of Education Science and Technology,Zhejiang University,Hangzhou,310023,China;Hangzhou No.2 High School Baimahu,Hangzhou,310057,China)

机构地区温州大学教育学院浙江工业大学教育科学与技术学院浙江省杭州二中白马湖学校

出处《全球教育展望》 CSSCI 北大核心 2021年第8期44-54,共11页 Global Education

基金全国教育科学“十三五”规划国家一般课题“共同形成性评价的理论与技术研究”(项目编号:BHA190153)成果。

关键词学科核心素养单元设计建构一致性 subject competencies unit design constructive alignment

分类号 G632.0 [文化科学—教育学]

作者简介邵朝友,温州大学教育学院副教授(温州325027);杨宇凡,浙江工业大学教育科学与技术学院硕士研究生(杭州310023);胡晓敏,浙江省杭州二中白马湖学校高级教师(杭州310057)。