摘要
学科观念素养是一种高阶思维,因其抽象性和内隐性,使得学科观念素养的评价成为教育研究的难点。我国对学科观念素养评价的研究较少,且多数停留在应然指向层面,鲜有模型构建和转化研究。构建学科观念素养评价模型,对于推动围绕观念的教学具有重要意义。学生学科观念素养形成的指向包括“表达”和“应用”两个维度。学科观念素养评价进阶模型包括考查概念的理解、概念关系的理解、观念应用三个阶段。文章以具体学科观念的评价为例,详述该模型如何转化到教学实践中,以期为同仁提供现实参照。
Subject concept literacy is a high-order thinking, whose abstractness and implicitness has made its evaluation extremely difficult in educational research. In China, there are fewer researches on the evaluation of subject concept literacy, most of which remain at the theoretical level without further exploration at the practical level, and even fewer are the researches into the models for construction and transformation. Constructing an evaluation model of subject concept literacy is of great significance for promoting teaching around concepts. The formation of students’ subject concept literacy includes two dimensions of expression and application. The advanced model of subject concept literacy evaluation involves three stages: examination of concept understanding, concept relationship understanding, and concept application. Taking the evaluation of specific subject concepts as an example, this paper has explained in details how the model is applied to teaching practice in order to provide a realistic reference for researches.
作者
冯春艳
陈旭远
FENG Chunyan;CHEN Xuyuan(Faculty of Education,Northeast Normal University,Changchun Jilin,130024)
出处
《现代基础教育研究》
2020年第4期43-49,共7页
Research on Modern Basic Education
基金
全国教育科学规划国家一般项目“中小学课堂教学实践样态40年变迁的教育族志学研究(1977—2017)”(项目编号:BHA160082)的阶段性研究成果。
关键词
学科观念
观念素养评价
表现性任务
进阶
subject ideas
evaluation of idea literacy
expressive tasks
advanced level