第三空间视角下项目式学习的主要特征、学习序列与教师行动

The Main Characteristics,Learning Sequences,and Teacher Actions of Project-based Learning from the Perspective of the Third Space

项目式学习作为学科实践的新型学习方式,积极回应了时代对于学生核心素养培育的迫切需求,也对教师教学提出了新要求。第三空间理论视域下,项目式学习的特征主要表现为以问题为驱动,唤醒各类学习经验;以合作为路径,凸显知识的协商性质;以项目为载体,促进学科知识实践;以创造为导向,构建自我身份价值。第三空间中的学生相关经验被激活,新旧知识重新整合构建新认知体系。知识在共享中构建意义协商,在迁移应用中实现知识多样化应用,在参与自我评价中构建积极的自我概念,呈现出第三空间视角下项目式学习应然的学习序列。教师可从解构项目课程的文化形态、发挥教师主体功能及提供专业学习文化境域的路径进行自我提升,为项目式学习中第三空间的构建提供内生动力。

Project-based learning, as a new learning method in disciplinary practice, actively responds to the urgent need of the times for cultivating students' core competencies, and also puts forward new requirements for teachers' teaching abilities. From the perspective of the third space theory, the characteristics of project-based learning are primarily manifested in being driven by questions, awakening various learning experiences;taking cooperation as the path, highlighting the negotiable nature of knowledge;utilizing projects as a medium, promoting the practical application of disciplinary knowledge;and being oriented towards creativity, constructing self-identity values. Students' relevant experiences within the third space are activated, and old and new knowledge are re-integrated to construct a new cognitive system. Knowledge is constructed through shared meaning negotiation, achieves diverse application through transfer, and constructs positive self-concept in participating in self-evaluation. This presents a learning sequence in project-based learning from the perspective of the third space. Teachers can enhance themselves by deconstructing the cultural form of project courses, leveraging the functions of teacher subjectivity, and providing a path to a professional learning culture domain, thereby providing intrinsic motivation for the construction of the third space in project-based learning.