核心素养背景下全息课堂教学原理与策略研究

The Teaching Principles and Strategies of Holographic Classroom under the Background of Key Competences

全息原理是基于全息现象抽象提炼的基本原理。全息现象是指整体上的任何一部分或母体系统中的任何一个子系统,都包含着整体或母体系统全部信息的现象。全息理论在社会学和教育学中也得到经验性的迁移和应用。核心素养的提出对课堂教学提出了新的挑战。从全息认识论来看,核心素养就是人的全面素养的基本全息单元,这也意味着这种素养的全息单元可以结构性复制到教育的任何一个环节或结构中。课堂教学是核心素养落实的最后环节,因此,基于核心素养全息认识论特点,构建全息课堂是落实核心素养的有效策略。全息课堂依据结构、发展、重演三大原理和思维为本、知识为体、迁移为法、实践为基、素养为核、智慧为重、整体建构、全息发展八大策略构建。依据全息课堂原理和策略构建全息课堂评价方案,以评价全息课堂实施效果。

Holographic Theory is the basic theory abstracted and refined from holographic phenomenon. Holographic phenomenon refers to the phenomenon that any part of the whole or any subsystem of the parent system contains all the information of the whole or the parent system. The theory of holography has been applied in sociology and pedagogy. The putting forward of key competences has proposed new challenges to the classroom teaching. From the point of view of holographic epistemology, the key competences are the basic holographic units of human 爷 s comprehensive competences, which means that the holographic units of the com-petences can be structurally copied to any part or structure of education. Classroom teaching is the last step of the implementation of the key competences. Therefore, based on the characteristics of holographic epistemology of the key competences, the construction of the holographic classroom is an effective strategy to implement the key competences. Holographic classroom, based on the three basic principles of structure, de-velopment and recapitulation, can be constructed according to the following eight strategies： thinking as the basis, knowledge as the foundation, transferring as the method, practice-based strategy, competences as the core, wisdom as the center and focus, wholistic construction and holographic development. The paper also proposed the construction of holographic classroom evaluation design according to the holographic classroom principles and strategies to evaluate implementation effect of the holographic classroom.