项目学习的课程话语和行动路径——兼论项目学习的中国化

Curriculum Discourse and Action Path of Project-based Learning—Also on the Localization of Project-based Learning in China

从设计教学法的思想发端到项目学习的正式确立,项目学习经历了对杜威教育思想的应用到对技能和素养追求的两次中国化历程,并且在新时代焕发出强大的本土化生机。当前,项目学习逐渐从边缘活动成为主流学科的课程实施模式,但也存在着研究缺乏系统性、价值理解存在偏差、课程缺乏统整性、教师素养有待提高以及支持体系有待完善等问题。要解决这些问题,就需要建立项目学习的中国话语体系,明确指向学生全面发展的育人本质,实现从分化到融合的课程统整,提升教师项目化课程教学的素养,以及形成多方联动的项目学习课程生态等,这是推动项目学习持续健康发展的关键,也是项目学习课程话语的行动逻辑。

From the start of designing teaching method to the establishment of project-based learning,project-based learning has experienced two stages of localization from the application of Dewey’s educational thought to the pursuit of skills and qualities,and has shown strong local vitality in the new era.At present,the curriculum implementation model of project-based learning has a gradual change from marginal activities to the mainstream discipline,but there are also some problems such as lack of systematical research,deviation of value understanding,lack of curriculum integration,and the gradual improvement of teachers’competence and supporting system.To solve these problems,it is necessary to establish Chinese discourse system through project-based learning,to focus clearly on education essence of the students’all-round development,to integrate the curriculum,to increase teachers’project teaching ability,and to form a linkage on the ecology of project learning courses in many aspects.This can be not only the key to promoting the sustained and healthy development of project-based learning,but also an action logic of its curriculum discourse.