学科观念的内涵、生成及其培育

The Connotation,Generation and Cultivation of Disciplinary Idea

学科观念作为学科知识向学科素养转化的基础,是基于知识理解与学科探究建立的具有概括性、复杂性和统领性的思想。学科观念的生成是从知识理解到思想建立的过程,经历了事实理解、观念联结、思想提炼三个阶段,学生由此逐步实现从单一到多维、从符号到思想、从事实到意义的认知深化,从而彰显学科知识之于学生素养发展的价值强度。以学科观念为核心重构教学设计体系、以学生思维历程为依据适时施以启发诱导,以创设真实问题情境为支点开展多元学科实践,是素养导向下促进学生学科观念生成的教学路径。

Disciplinary idea is the basis for the transformation of discipline knowledge to students’key competency,it is a generalized,complex and overarching concept based on knowledge understanding and discipline inquiry.The generation of disciplinary idea is the process from knowledge understanding to concept establishment,and students gradually realize the deepening of cognition from simple to complex,from symbols to concepts,from facts to meanings,thereby revealing the value intensity of discipline knowledge to students’key competency development.Reconstructing the teaching design system with disciplinary idea as the core,timely inspiration and induction based on students’thinking processes,and carrying out multidisciplinary practice with the fulcrum of creating real problem situations are teaching paths that promote the generation of students’disciplinary ideas under the guidance of key competency.