单元化教学设计有效整合碎片化学习与整体性教学的442课堂教学结构

Unitized Instructional Design Effectively Integrates 442 Classroom Teaching Structure of Fragmented Learning and Holistic Teaching

传统的课堂教学是以事实为本的教学,因为它通常是围绕着事实性知识展开的,这种教学注重对具体事实的学习,强调识记性的知识,侧重于较低水平的认知。教学发生在教师的孤立传授和学生的孤立记忆之间,而孤立的事实性知识的价值是有限的。任何知识都具有多元价值,要实现知识价值的多元化,就需要将教学的重心从传授事实性知识转移到“使用”事实,这样才能使学生所学知识具有长远性和迁移性,发展学生的深层理解力和复杂思维的能力。教师只有将知识当作一种手段而不仅仅是目的,重视揭示蕴含在知识学习中的丰富的认知加工过程,才能在促使学生形成高水平认知结构的同时,促进学生的探究性学习,使学生在学习知识的同时在能力、态度和情感等方面得到全面的发展和提升。

Traditional classroom teaching is based on fact-based teaching, because it usually revolves around factual knowledge, which emphasizes the study of specific facts, emphasizes knowledge of knowledge, and focuses on lower-level cognition. Teaching takes place between the teacher's isolated teaching and the student's isolated memory, while the value of isolated factual knowledge is limited. Any knowledge has multiple values. To realize the diversification of knowledge value, it is necessary to transfer the focus of teaching from the transfer of factual knowledge to the "use" fact, so that the knowledge that students learn can be long-term and migratory, and develop students' Deep understanding and the ability to think complexly. Teachers only use knowledge as a means rather than an end, and pay attention to revealing the rich cognitive processing process contained in knowledge learning, in order to promote students' high-level cognitive structure and promote students' inquiry learning. Enable students to develop and improve their abilities, attitudes and emotions while learning knowledge.