大单元视域下初中道德与法治课逆向教学:逻辑、价值与路径

Reverse Teaching of Morality and Rule of Law in Junior High Schools from the Perspective of Large Units:Logic,Value and Path

基于核心素养的新课程改革提倡以大概念为视角分析教学内容,实现由“知识本位”向“素养本位”的转化,大概念教学以单元教学为基点,在大单元教学背景下,逆向教学设计突破传统教学设计的思维,强调“以终为始”,以学生的预期学习结果为起点,同时将评价先于教学实施,贯穿学生学习的全过程,促进政治核心素养落地。在初中道德与法治课中开展大单元视域下的逆向教学符合素养导向逻辑、知识整合逻辑、评价引领逻辑,有着四个方面的价值意蕴:素养本位,提升教学整体站位;评价前置,推动教学评一致性的实现;任务驱动,促进学生走向深度学习;以终为始,培养学生的逆向思维能力。开展大单元视域下初中道德与法治课逆向教学需要从整合教学目标、预设表现性任务、优化教学活动三个方面入手,将评价嵌入课程与教学,推动教学评一体化发展。

The new curriculum reform based on key competencies advocates analyzing teaching content from the perspective of the large concept to achieve the transformation from “knowledge-based” to “competency-based”.The large concept teaching is based on unit teaching.In the context of large unit teaching,reverse teaching design breaks through the thinking of traditional teaching design,emphasizing “beginning with the end” and taking the expected learning results of students as the starting point.At the same time,evaluation precedes the implementation of teaching and runs through the entire process of students' learning,and promotes the implementation of key competencies in politics.In line with competency-oriented logic,knowledge integration logic,and evaluation-led logic,there are four value implications by carrying out reverse teaching from the perspective of large units in Morality and Rule of Law in junior high schools:competency-based,to improve the overall position of teaching;evaluation-first,to promote the realization of consistency in teaching evaluation;task-driven,to promote students to move towards in-depth learning;beginning with the end,to cultivate students' reverse thinking ability.To carry out the reverse teaching of Morality and Rule of Law in junior high schools from the perspective of large units,it is necessary to embed evaluation into curriculum and teaching,and promote the integrated development of teaching,learning and evaluation from three aspects:integrating teaching objectives,presetting performanceoriented tasks,and optimizing teaching activities.