基于认知目标分类学的学科核心素养纵向贯通研究

Research on the Longitudinal Connection of Subject Core Literacy

以初高中地理学科为示例,从教育目标的认知分类学和核心素养教育的理论建构契合中获得启示,以安德森修订的认知目标分类学二维模型为基础,建构了学科核心素养迁移转化(纵向贯通)的思维关系架构模型。该模型表达了学科核心素养一体贯通培育的纵向思维,通过使“态度”绑定“知识”和“能力”(综合表现为学科核心素养),植入“二维分类模型”,并以后者作为“支架”和“抓手”,学习主体认知过程能力水平由低阶向高阶的迁移,以及伴随的知识类型的迁移现象等,可带动学科核心素养的迁移转化和纵向提升,并借此为学科核心素养在纵向贯通上找到一个可实践操作的相似模型或参照模式。

Taking geography as an example,the author obtains the enlightenment from the theory building match of the cognition education goal classification and the core literacy education,based on Andson's revised two dimensional model of cognitive goal taxonomy,the paper constructs a frame model of thinking relationship for the transfer and transformation of disciplines core literacy(longitudinal transfixion).The model expresses the vertical thinking of the integrated cultivation of disciplines core literacy,by making"attitude"binding"knowledge"and"ability"(the comprehensive performance is the disciplines core literacy),implanting the"two-dimensional classification modal"and using the latter as a"scaffolding"and"grab hands",the transfer of cognitive process ability from lower to higher order of learning.as well as the accompanying knowledge type migration phenomenon and so on obviously promote the disciplines core literacy migration transformation and the longitudinal promotion,and with this,we can find a similar model or reference model that can be operated in practice for the longitudinal connection of the subject core literacy.