高中英语学科大观念的概念辨析及建构路径

The Conceptual Distinction and Route Construction of the Disciplinary Big Concept for Senior High School English Course

大观念的提出与流行掀起了新时代教学改革的热潮。本文从哲学观念、教学观念和学科观念着手梳理学科大观念的发展脉络,概括大观念特征,并依据其他学科大观念的研究成果,借助地理学科大观念的知识体系、具体情境、实际功用,语文大学科的形式与内容、语言与思维两组关系,对高中英语学科大观念进行了明确界定。在此基础上,针对既往单一的大观念建构路径单元整体教学,提出了较为多元的建构路径:一是要进一步加强对语言知识技能的系统指导,增强学生的元认知能力;二是在系列语篇的基础上强化大观念建构;三是坚持英语学习活动观,增强大观念的情境性、实践性和实用性。

The proposing and prevailing of the disciplinary big concept initiate a big wave of teaching reformation for the new era.The present study first analyzes the development of the big concept from philosophical,pedagogical as well as disciplinary perspectives and derives its defining features.Based on the academic achievements of other subjects,especially the knowledge system,specific context and practical function of geographical big concept,as well as the relation between form and content,language and thought of Chinese big concept,the present study clearly defines the disciplinary big concept for senior high school English course.Starting from this definition,the present study,different from the single construction route of teaching unit as a whole,provides multiple construction routes,to enhance the students meta-cognitive ability by strengthening the systematic instruction of language knowledge and skill as the first route;to improve the big concept construction on the basis of a series of units as the second and to highlight the contextual,experimental and practical features by sticking to the idea that English learning is an activity as the last.