论课程核心素养:走向“新三维目标”

On Key Curricular Competencies:Toward the"New Three-Dimensional Objectives"

课程核心素养是学生在真实情境中解决复杂问题的高级能力与人性能力,是信息时代我国义务教育阶段的课程理念与课程目标。它具有时代性、基础性、综合性、过程性、程度性、表现性等特征。它与普通高中阶段的学科核心素养形成一个连续体。从前者到后者,既体现了学科逻辑从生活逻辑逐步分化的课程原理,又符合学生的认知发展从直接经验到间接经验、从归纳思维到演绎思维的特点。课程核心素养并不否认学科思维的发展,而是为了让学生的学科思维建立在丰富的生活经验之上。课程核心素养意味着教师的课程创生与教学设计必须走向“新三维目标”:大观念、新能力、新知识。它所倡导的新课程与新教学由生成性主题、“新三维目标”、表现性任务、系列探究活动、学习共同体组织、新学习环境六大因素所构成。其根本目标是让亿万中小学生从“做题人”变成信息时代的“做事人”与创造者。

Key curricular competencies indicate the high-order and humanistic abilities for students to solve complicated problems in real situations,along with curricular ideas and objectives of China's compulsory education in the era of information.Featuring contemporariness,fundamentality,comprehensiveness,process,degree,and performance,key curricular competencies link key disciplinary competencies together in senior high schools.The evolution from the former to the latter embodies the curricular principle of the gradual division of the disciplinary logic from the life logic,and accords with students'cognitive development from direct experience to indirect experience and from inductive thinking to deductive thinking.Key curricular competencies do not deny the development of disciplinary thinking.On the contrary,they base students disciplinary thinking on their rich life experience.Key curricular competencies indicate that teachers'curriculum enactment and teaching design must go toward the"new three-dimensional objectives":big ideas,new abilities,and new knowledge.The new curriculum and teaching,which includes such critical elements as generative themes,the"new three-dimensional objectives,"performance-based tasks,inquiry-based activities,the learning community,and the new learning environment,aims to change schoolchildren from"test-takers"to"things-doers"and creators in the era of information.