论学科核心素养下的“三维要件”

On the"Three-Dimensional Requirements"under the Core Literacy of Discipline

“三维目标”与指向学科核心素养的课程目标,在价值诉求上存在明显差异。新课程方案、新课标出台后,“三维目标”作为课程“目标”,显然已失去了存续的正当性与合理性。将“三维目标”修正为“三维要件”,以建构生成指向学科核心素养的课程目标,有其深化课改的现实意义。其中,“知识与技能”指向“学习内容”;“情感态度与价值观”制约控制着“知识与技能”;“过程与方法”为两者之“中介”,可据此“三维要件”聚焦“学习表现”以建构并落实教学目标。也就是说,通过把聚焦指向“学习表现”的“三维要件”作为分析、制定教学目标的思维工具,以“学习表现指标”作为教学目标续写的直接依据,透过个性化的教师思维,实现课程的有效转化与运作,从而于具体教学活动中达成教学目标。

There is an obvious difference between the"three dimensional objectives"and the curriculum objectives that point to the discipline core literacy,after the new curriculum plan and curriculum standard is published,the"three dimensional objectives"as the curriculum"objectives",obviously has lost the existence legitimacy and the rationality.It is of practical significance to modify the"three dimensional objectives"to the"three dimensional requirements"in order to construct a thinking way to generate the curriculum objectives pointing to the core literacy of the discipline.Among them,"knowledge and skills"pointing to"learning content";"emotional attitude and values"controlling"knowledge and skills";"process and method"being the medium of the former two,which the"three dimensional requirements"focuses the"learning performance"to construct and implement the teaching objectives.That is to say,by focusing on the"three dimensional requirements"of"learning performance"as a thinking tool to analyze and formulate teaching objectives,taking"learning performance index"as the direct basis for the continuation of teaching objectives,and then through personalized teacher thinking,third,the"three dimensional requirements"as the effective transformation and operation of the curriculum thinking tool,in the specific teaching activities to achieve the teaching objectives.