教学中促进学生核心素养落地的三种转化

Three Transformations of Promoting Students' Key Competencies Implementation in Teaching

为了促进学生核心素养落地,教学中需要做好三种相互转化。第一种相互转化发生在符号与意义之间:教学既要让学生学习符号,理解和领悟符号所承载的意义,又要让学生用符号恰当地表达意义。第二种相互转化发生在知识与思想之间:从知识到思想体现的是从部分到整体、从具体到抽象,知识需要整合、融通成思想;而从思想到知识则是让学生根据自己的思想反思知识学习过程,并能涵养思想。第三种相互转化发生在书本与情境之间:学生素养培育离不开书本知识,但更离不开真实世界的情境;当教学处于相应的情境中时,它又需要借助书本知识来成功应对。教学中三种相互转化并不是简单地回到了原点,它所要表达的意图:教学是一种动态生成过程,始终存在着居于一点而朝向另一点的内在张力,这是教学富于启发性和增值性的根本动力所在。

Three kinds of mutual transformations need to be done in teaching for promoting students＇ key competencies implementation. The first mutual transformation takes place between symbols and meanings. Teaching not only allows students to learn symbols, understand and comprehend meanings of symbols, but also make students use symbols to express meanings properly. The second mutual transformation takes place between knowledge and thought. From knowledge to thought is the embodiment from part to whole and from concrete to abstract, knowledge needs to be integrated and merged into thought; and from thought to knowledge, students are allowed to reflect knowledge learning process according to their own thought, and to cultivate thought. The third mutual transformation takes place between books and the situation： the cultivation of students＇ competencies is inseparable from book learning, but it is more inseparable from the real world situation. When the teaching happens in the corrTesponding situation, it also needs book knowledge to successfully deal with it. The three mutual transformations in teaching are not simply returned to the origin, and it is to express that the intention of the teaching is a kind of dynamic generation process, and there is always the inner tension that resides one point toward the other. This is the basic power of teaching instructive and incrementah