学力目标与课堂转型——试析“新课程改革”的认知心理学依据

The Goal of Academic Attainment and Classroom Transformation:The Cognitive Psychology Foundation of“New Curriculum Reform”

当代学习科学,特别是认知心理学的养分一旦注入教育实践的躯体,就会产生巨大的能量。自2001年"新课程改革"以来,我国教育领域的话语体系悄然发生了变化,"核心素养""情境学习""课例研究""深度学习""反思性教学""学习共同体"成为司空见惯的术语。本文围绕"课堂转型"的相关论题——"真实的学力"、"探究的课堂"与"成长的教师",具体检视了认知心理学的语境究竟为我们革新的教师提供了怎样的批判性武器,又如何真实地影响着我国的课程改革实践。

Once the nutrition of contemporary learning science,especially cognitive psychology,is injected into the body of educational practice,it will produce great energy.Since the"new curriculum reform"in 2001,the discourse system in the field of education in China has changed quietly."Core competencies","contextual learning","lesson study","deep learning","reflective teaching"and"learning community"have become common terms.This article focuses on the related topics of"classroom transformation,"such as"real academic attainment,""inquiry classroom,"and"growing teacher".It specifically examines what kind of critical weapon the context of cognitive psychology provides for our innovative teachers and how it truly affects the practice of curriculum reform in China.