摘要
课程标准内容文本的2大核心问题:如何合理地选取核心内容,即确定内容标准;如何合理地制定表现标准.前者需要完成对概念学段的选取以及对概念本体的陈述,后者需要设定学生学习某概念后的学习表现以及这种概念和表现所对应的认识层级.而在一段时间内对“概念本体”“学习表现”“认识层级”3大要素的刻画回答的正是学习过程中什么在进阶,即心理构造的问题,这3者构成了学习进阶的要素模型.基于3要素的学习进阶要素模型可以用于评价学生的学习表现,也可以用于评价不同课程标准的文本陈述.
The analysis of content texts of curriculum standards representation showed two main problems : one was how to select the core content which meant the determination of content standards, another was how to develop the performance standards. The former needed to select the key concept and express it accurately, while the latter needed to describe students’ learning performance accordingly and set the level of students’ understanding. From the view of learning progressions, three elements(the concept,the performance and the understanding level) answered the questions of what was progressing in learning process. They were the three elements of learning progressions, based on which, both the students’ learning performance and the standards statement could be evaluated.
出处
《化学教育》
北大核心
2017年第19期1-8,共8页
Chinese Journal of Chemical Education
关键词
课程标准
学习进阶
学习表现
要素模型
curriculum standard
learning progressions
learning performance
factor model
