论大观念课程与教学

On Big-Ideas Curriculum and Instruction

大观念课程与教学以发展学生可普遍迁移的概念性理解及核心素养为目的,成为我国当前素养本位课程改革的主要内容。从柏拉图到康德、再到杜威,人的观念世界由确立到发展,经历漫长历程。感觉经验与理解或观念相对独立。观念是人行动的假设与指引,人在实践中创造新的经验。由此构成大观念课程与教学的哲学基础。从“学科结构”运动到“理解性教学”运动、再到“概念本位课程与教学”运动,构成大观念课程与教学的历史进程。大观念课程与教学需要以学科“核心概念”和“大观念”为核心进行设计,并将学生的“概念性理解”及核心素养转化为植根真实情境的“表现性任务”及系列探究活动。

Big-ideas curriculum and instruction aims at developing universally transferring conceptual understandings and core competencies,which becomes the main content of current competency-based curriculum reform in China. From Plato to Kant and John Dewey,human world of ideas was established and developed,lasting for a long history. Sensory experience and understanding or ideas are relatively independent. Ideas are the hypotheses and guides of human action. Human beings create new experience through practice. This is the philosophical foundation for big-ideas curriculum and instruction. From the movement of“structure of disciplines”to the one of“teaching for understanding”,to the one of “concept-based curriculum and instruction”,form the historical process of bigideas curriculum and instruction. The design of big-ideas curriculum and instruction should focus on“key concepts”and“big ideas”in disciplines,and transform students’ conceptual understanding and core competencies into performance tasks and series inquiry activities which are rooted in real situations.