摘要
《义务教育课程方案(2022版)》指出,各学科要“开展跨学科主题教学,强化课程协同育人功能”。学生跨学科学习的发生,依赖教师的跨学科教学。教师的跨学科教学胜任力是保障跨学科主题教学质量的核心要素。运用跨学科教学胜任力模型,通过对32名师范生的53份跨学科主题教学设计方案、94份跨学科主题教学课程实录视频、94份跨学科主题教学课后反思文稿的分析,发现师范生的跨学科教学评价设计与实施能力较为欠缺、课堂组织不到位、教学反思缺乏数据支撑与多元性。鉴于此,应将表现性评价融入跨学科课堂、创设真实情境与学习任务链、基于循证理念深化教学反思,以期提升师范生的跨学科教学胜任力。
The“Compulsory Education Curriculum Program(2022 Edition)”points out that all disciplines should“carry out interdisciplinary theme teaching and strengthen the collaborative educational function of the curriculum”.The occurrence of students’interdisciplinary learning relies on teachers’interdisciplinary teaching.Teachers’interdisciplinary teaching competency is a core element to ensure the quality of interdisciplinary theme teaching.By using the model of interdisciplinary teaching competency,it is found that the design and implementation ability of interdisciplinary teaching evaluation of normal students is relatively lacking,the classroom organization is inadequate,and teaching reflection lacks data support and diversity through the analysis of 53 interdisciplinary theme teaching design plans,94 course videos of interdisciplinary theme teaching,and 94 after-class reflection drafts of interdisciplinary theme teaching of 32 normal students.In view of this,it is necessary to integrate performance assessment into interdisciplinary classroom,create real situation and learning task chain,and deepen teaching reflection based on evidence-based concept,so as to enhance normal students’interdisciplinary teaching competency.
作者
何永杰
龚倩
HE Yong-jie;GONG Qian(School of Teacher Education,Nanjing Normal University,Nanjing 210023,China)
出处
《黑龙江教师发展学院学报》
2024年第9期11-15,共5页
Journal of Heilongjiang Institute of Teacher Development
基金
江苏高校哲学社会科学研究项目“国家安全教育融入中小学课程的现状及其优化策略研究”(2022SJYB0235)
江苏省教育科学“十四五”规划2021年度重大课题“未来学校建设研究”(A/2021/05)的研究成果。
关键词
跨学科主题教学
跨学科教学胜任力
师范生
表现性评价
提升策略
interdisciplinary theme teaching
interdisciplinary teaching competency
normal student
performance assessment
improvement strategy
