单元设计的三大模式:从学科到超学科

On the Three Models of Unit Design:from Disciplinary to Interdisciplinary

单元设计是指向核心素养培育的重要取径。从学科到超学科的视角看,国际上单元设计大致可归为三类模式:一是基于学科的单元设计,即用一个学科大观念组织成一个完整的单元,以培养学生的高阶理解能力和知识迁移能力;二是基于学科整合的单元设计,即以产品或作品为学习结果,组织来自相关学科的知识和方法的学习,以提高学生的学习兴趣,直面真实情境中的问题,培育学生的复杂问题解决能力;三是基于主题的超学科单元设计,旨在通过某一主题融合多学科的知识,打破学科之间的边界,以帮助学生习得对该主题的一般性、超越单一学科的认知。单元设计实践要义有三:一是形成名符其实的“单一”之元,二是“素养立意”是实施单元教学的灵魂,三是“总-分-总”是分课时实施单元教学的“整体”保障。

Unit design is an important choice that points to core competencies.From a disciplinary to interdisciplinary perspective,the international unit design models can be broadly categorized into three types:the first one is discipline-based unit design,namely using a disciplinary“big idea”to organize a complete unit in order to cultivate students'higher-level comprehension ability and knowledge transfer ability;the second is the unit design model based on the integration of disciplines,that is,using products or students'work as learning outcomes,organizing knowledge and methods from related disciplines,so as to improve students'interest in learning,face up to the real-life problems and cultivate students'ability to solve complex problems;the third is an interdisciplinary unit design based on subjects which aims to integrate multi-disciplinary knowledge through a certain integrated theme and break the boundaries between disciplines to help students acquire general knowledge of the theme.The essence of unit design practice is threefold:first,we should form a veritable“single element”;second,“cultivating core competencies”is the soul of unit design;third,“overall-sub-overall”is the holistic guarantee for the implementation of the unit of instruction in separate lessons.