溯源与解读:单元教学的价值取向嬗变与概念重构

Tracing and Interpreting:The Evolution of Value Orientation and Concept Reconstruction in Unit Teaching

单元教学是课堂教学改革的重要方向之一,也是实现发展学生核心素养这一培养目标的主要途径。在单元教学的历史发展过程中,其不断延续着作为教学内容组织形式的功能与价值;同时,其内涵的认识与发展是学科逻辑与心理逻辑走向统一的过程。基于学术史考察,对单元教学内涵的历史演进说、经验说与结构说等观点进行溯源,探究在不同时代背景下相应产生的注重知识还原、注重知识应用和注重知识生成三种主要价值取向,同时梳理其间学科逻辑与心理逻辑二者走向辩证统一的过程。立足当下对单元教学概念进行重构,以落实核心素养为导向,以融合观、整体观和发展观丰盈单元教学的内涵,以素养主线统领知识、活动和认知线索,走向“综合的素养单元教学”的内涵重构。

Unit teaching is one of the crucial orientations in classroom teaching reform and it is also an important way to achieve the goal of developing students' key competencies.In the process of historical development of unit teaching it serves as a method of organizing teaching content and has evolved over time,and meanwhile,the understanding and development of its connotation is the process of the unification of disciplinary logic and psychological logic.This paper examines the historical evolution of unit teaching by analyzing three value orientations:knowledge reduction orientation,knowledge application orientation,and knowledge generation orientation through tracing the historical evolution theory,experience theory,and structural theory,the concept of unit teaching is explored,and at the same time,the dialectical unity between disciplinary logic and psychological logic has been sorted out.The current trend emphasizes the integration of disciplinary logic and psychological logic through literacy development,enriching the connotation of unit teaching by combining holistic and developmental views.Additionally,the paper emphasizes the integration of knowledge,activities and cognitive processes with key competencies as the main line,aiming to reconstruct “Integrated Competency Unit”.