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林恩·埃里克森建立的 “知识的结构”模型,很好地解释了以 “大概念” 组织单元的原理和机制。该模型分两个层面:第一层面是事实性知识,有 “事实” 和 “主题”两个层级;第二层面是概括性知识,主要有 “概念”和 “概括性理解” 两个层级。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"c7941dd8d88db99f2aa6bed4ed3cd3ab"},"img_height":1280,"img_size":99,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/c61de5e5c82de98415ad0aaf7237452b__jpg.heic","img_width":590,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"0781d69b14832eef314c2ece0b7b5683"},"sectionPublished":true,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"培训篇","type":6},{"audio_music_id":0,"ext":{"unique_id":"43271494f318c18894638ef9baf97207"},"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/033aa3c0-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"bafb22cb63cddb99df48eb115de63675"},"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/033e9b60-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"266322ecbc981110da34e8481bdeb53b"},"sectionPublished":true,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"学习篇","type":6},{"audio_music_id":0,"ext":{"unique_id":"1b440eb2ade2c5e65488ed3247b59d0f"},"sectionPublished":true,"source":0,"text":"在教学中需依赖具体的事实性知识去发现或获得某一概念,经由理解某 一概念构成一种 “概念性视角”,凭借 “概念性视角”去处理相应主题的具体事实。 在两个层面相互作用的认知探究过程中,建立某一概念与其他概念的联系。“概念 性理解”就是 “由事实性实例支撑的真理”,可称为 “概括性知识”。从学习内容的 角度,“大概念”实际上是跨学科或学科 “核心的概括性知识”。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"f9371496983fd3708bd4e703f4181221"},"img_height":800,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d1c16d0-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":534,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"40ceb0e63f19a76ae4a27ea75c40ef6d"},"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d1d2840-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"0bd9684a73fa2092078764a1cb559d8a"},"img_height":800,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d1957b0-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":800,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"8d32ab89c574afec75eeb96daaf12514"},"sectionPublished":true,"source":0,"text":"不同的知识类型需要不同的教学方法和评估方式,这是课程与教学的基本规律。
安德森等的《布卢姆教育目标分类学(修订版)》将“知识”分为四种类型。
(1)事实性知识。有“术语知识”和“具体细节和要素的知识”两个亚类。
(2)概念性知识。结构化的知识形式,包括“分类和类型的知识”“原理和通则的知识”和“理论、模型和结构的知识”。
(3)程序性知识。关于“如何做某事”的知识,指做某事的方法、探究的方法。
(4)元认知知识。关于一般认知的知识以及关于自我认知的意识和知识。
从学科教学的角度,前两类相当于学科的内容知识,后两类是过程技能。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"05b96d81444955341b0caab7dc8b912e"},"img_height":1000,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d242d20-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1000,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"0f73b499645c947ba08993431c06a73b"},"img_height":1706,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d2a2090-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"b96244d1b3406a8086dd1528874020ad"},"img_height":1296,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d1ade50-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":876,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"52b7372563b73be56876d9c95929e5d2"},"sectionPublished":true,"source":0,"text":"知识类型与认知方式大致是对应的。比如事实性知识,主要是“知道”——记住并能回忆;概念性知识,则需“理解”,表现为能够解释、举例、分类、总结、推断、比较、说明等。
事实性知识包括“术语知识”和“具体细节和要素的知识”,“是相互分离的,孤立的,‘信息片段’形式的知识”。以往的基础教育,主要在教这种类型的知识,强调“知识的覆盖面”,用“知道”“记住”的方法。在我国应试教育背景下,则恶化为“死记硬背”的“题海战术”。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"18a5a15d830eb828147776cae1a07de2"},"sectionPublished":true,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"反思篇","type":6},{"audio_music_id":0,"ext":{"unique_id":"6d33363256f1a65743d77e819b52bd0c"},"sectionPublished":true,"source":0,"text":"以语文教学为例来说明。
(1)对“概念”基本上没有概念。不明白“概念”和“术语”的区别与联系,把学科概念当术语标签,比如课文教学找到“论点”“论据”,比如找到比喻的“本体”“喻体”。课文教学容易成反反复复地贴标签找东西,教师和学生对语文知识都似懂非懂。
(2)对有些语文教师来说,课文教学就是教“教师参考用书”中的分析结论和习题答案,也就是要学生“记住”并在学期考试卷上勾对选择题的标准答案。
(3)术语即“学术词汇”;每个术语都有“所对应的、公认的所指”。但语文学科流行的许多术语,尤其是一些新近引入的术语,是词义模糊、用法灵活的。据我的观察,课文教学一堂课,对同一种学习行为,语文教师会将20多个学术词汇交替使用,比如“理解”“感受”“体会”“感悟”“领悟”“概括”“分析”“探究”“发现”“思考”“品味”等。“同学们探究一下”,老师的意思是“大家想一想”,很可能是“谁找到答案啦”。
(4)课文教学往往变成面面俱到地“教课文”,主要是一篇课文局限在语境中的一些具体细节中,比如课文中某个人物的动作描写、描写某处景物的比喻句、某个语段中的“好词好句”等。
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","type":1},{"audio_music_id":0,"ext":{"unique_id":"c7941dd8d88db99f2aa6bed4ed3cd3ab"},"img_height":1280,"img_size":99,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/c61de5e5c82de98415ad0aaf7237452b__jpg.heic","img_width":590,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"0781d69b14832eef314c2ece0b7b5683"},"sectionPublished":true,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"培训篇","type":6},{"audio_music_id":0,"ext":{"unique_id":"43271494f318c18894638ef9baf97207"},"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/033aa3c0-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"bafb22cb63cddb99df48eb115de63675"},"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/033e9b60-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"266322ecbc981110da34e8481bdeb53b"},"sectionPublished":true,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"学习篇","type":6},{"audio_music_id":0,"ext":{"unique_id":"1b440eb2ade2c5e65488ed3247b59d0f"},"sectionPublished":true,"source":0,"text":"在教学中需依赖具体的事实性知识去发现或获得某一概念,经由理解某 一概念构成一种 “概念性视角”,凭借 “概念性视角”去处理相应主题的具体事实。 在两个层面相互作用的认知探究过程中,建立某一概念与其他概念的联系。“概念 性理解”就是 “由事实性实例支撑的真理”,可称为 “概括性知识”。从学习内容的 角度,“大概念”实际上是跨学科或学科 “核心的概括性知识”。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"f9371496983fd3708bd4e703f4181221"},"img_height":800,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d1c16d0-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":534,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"40ceb0e63f19a76ae4a27ea75c40ef6d"},"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d1d2840-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"0bd9684a73fa2092078764a1cb559d8a"},"img_height":800,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d1957b0-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":800,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"8d32ab89c574afec75eeb96daaf12514"},"sectionPublished":true,"source":0,"text":"不同的知识类型需要不同的教学方法和评估方式,这是课程与教学的基本规律。
安德森等的《布卢姆教育目标分类学(修订版)》将“知识”分为四种类型。
(1)事实性知识。有“术语知识”和“具体细节和要素的知识”两个亚类。
(2)概念性知识。结构化的知识形式,包括“分类和类型的知识”“原理和通则的知识”和“理论、模型和结构的知识”。
(3)程序性知识。关于“如何做某事”的知识,指做某事的方法、探究的方法。
(4)元认知知识。关于一般认知的知识以及关于自我认知的意识和知识。
从学科教学的角度,前两类相当于学科的内容知识,后两类是过程技能。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"05b96d81444955341b0caab7dc8b912e"},"img_height":1000,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d242d20-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1000,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"0f73b499645c947ba08993431c06a73b"},"img_height":1706,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d2a2090-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"b96244d1b3406a8086dd1528874020ad"},"img_height":1296,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/0d1ade50-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":876,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"52b7372563b73be56876d9c95929e5d2"},"sectionPublished":true,"source":0,"text":"知识类型与认知方式大致是对应的。比如事实性知识,主要是“知道”——记住并能回忆;概念性知识,则需“理解”,表现为能够解释、举例、分类、总结、推断、比较、说明等。
事实性知识包括“术语知识”和“具体细节和要素的知识”,“是相互分离的,孤立的,‘信息片段’形式的知识”。以往的基础教育,主要在教这种类型的知识,强调“知识的覆盖面”,用“知道”“记住”的方法。在我国应试教育背景下,则恶化为“死记硬背”的“题海战术”。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"18a5a15d830eb828147776cae1a07de2"},"sectionPublished":true,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"反思篇","type":6},{"audio_music_id":0,"ext":{"unique_id":"6d33363256f1a65743d77e819b52bd0c"},"sectionPublished":true,"source":0,"text":"以语文教学为例来说明。
(1)对“概念”基本上没有概念。不明白“概念”和“术语”的区别与联系,把学科概念当术语标签,比如课文教学找到“论点”“论据”,比如找到比喻的“本体”“喻体”。课文教学容易成反反复复地贴标签找东西,教师和学生对语文知识都似懂非懂。
(2)对有些语文教师来说,课文教学就是教“教师参考用书”中的分析结论和习题答案,也就是要学生“记住”并在学期考试卷上勾对选择题的标准答案。
(3)术语即“学术词汇”;每个术语都有“所对应的、公认的所指”。但语文学科流行的许多术语,尤其是一些新近引入的术语,是词义模糊、用法灵活的。据我的观察,课文教学一堂课,对同一种学习行为,语文教师会将20多个学术词汇交替使用,比如“理解”“感受”“体会”“感悟”“领悟”“概括”“分析”“探究”“发现”“思考”“品味”等。“同学们探究一下”,老师的意思是“大家想一想”,很可能是“谁找到答案啦”。
(4)课文教学往往变成面面俱到地“教课文”,主要是一篇课文局限在语境中的一些具体细节中,比如课文中某个人物的动作描写、描写某处景物的比喻句、某个语段中的“好词好句”等。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"9a3abb0d7f488c85a166188529b3fa7c"},"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/15577b00-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"8c35a7db81c6e8d1e61d103abb83dfb3"},"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/155de3a0-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"0dd05984da8ef0a788e140fb22c34f35"},"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/156054a0-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"dd3ae26c09ee0f155b9c9cc40231f6ff"},"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/19872016/1559ec00-491c-11ed-88aa-0d0dbd5a3db0__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":true,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"c24d0086974dd5faaf22d29f213b0eeb"},"sectionPublished":true,"source":0,"text":"语文学科向来是我国基础教育课程与教学教改的急先锋。以 “大概念”组织单元在语文教学界目前有一股风云乍起之势。
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