马扎诺教育目标分类学:跨学科主题学习设计可行的理论支点

Marzano's Taxonomy of Educational Objectives:A Theoretical Pivot for the Design of Interdisciplinary Thematic Learning

《义务教育课程方案(2022年版)》将跨学科主题学习作为专门领域,并要求所有科目设定10%的课时保证实施。审视课程标准关于跨学科主题学习的顶层设计,可以发现其呈现出以下特征:教学目标指向核心素养;内容整合基于问题意识;教学组织形式聚焦问题解决和能力培养;注重过程性和增值性评价。以马扎诺教育目标分类学为理论支点,其思维水平有助于厘清目标操作;知识类型可析出内容经验;知识与思维的互动任务可拓展教学形式;各思维水平生成的问题可完善考评设计。马扎诺教育目标分类学可触发异质多元的教学设计:利用思维水平转述教学目标的一般言语;借助知识类型平衡跨学科的内容组合;互动任务的碰撞丰富组织教学的达成路径;不同思维水平的问题优化考评的形式。

In the Curriculum Plan for Compulsory Education 2022 of China,interdisciplinary thematic learning emerged as a focal point.The agenda mandates 10%of the class time across all subjects to be dedicated to transcending the boundaries of individual disciplines.Upon analyzing the top-level design and integrated characteristics of the curriculum standards pertaining to interdisciplinary thematic learning,several attributes are revealed.The teaching objectives are aligned to nurture core competencies;content integration is based on realities and problem awareness;the organization of teaching is oriented towards solving real-world problems and fostering higher-order thinking skills among students;the emphasis is placed on process-oriented and value-added evaluations.By adopting Marzano's updated taxonomy of educational objectives as a research perspective,clear operation methods can be derived from the categorized levels of thinking.The types of knowledge classification can disentangle the nuances of content experience.The tasks involving the interaction between knowledge and thinking permeate the organization of teaching.General issues and challenges stemming from various levels of thinking can dissect the design of assessments.Consequently,this understanding can spark the heterogeneous and diverse design of interdisciplinary thematic learning:Utilizing different levels of thinking to articulate general teaching objectives;leveraging types of knowledge to balance the combination of interdisciplinary content;refining the pathways to achieve organized teaching through the collision of interactive tasks;integrating general issues and challenges from different levels of thinking to optimize the form of interdisciplinary evaluations.