旨向核心素养的超越式教学法研究

发布时间：2018-05-14 20:20

本文选题：核心素养 + 超越式　；参考：《吉林大学》2017年硕士论文

【摘要】：核心素养集中而广泛的提出,顺应时代主题的同时也对处在信息时代的新型教育提出了有别于工业时代教育的特殊挑战。很多国家围绕核心素养开展新一轮教育改革,依托核心素养转变育人新理念、探索教学新实践、研究教育新常态、建构教学及课程新标准。课程改革在新世纪探索及延伸的焦点聚集在核心素养,核心素养成为新一轮基础教育改革的目标抓手,成为基础教育研究及实践的新常态。研究新型有效的教学法对于培养新世纪具有核心素养的人才具有不可忽视的教育学意义。超越式教学法是超越自我,形成品格与能力,旨向素养的教学。文化基础、自我发展与社会参与是核心素养的三个维度,文化基础与社会参与的实现都要通过自我发展实现,自我发展就需要自我超越。超越式教学法的核心是人的自我超越,旨向个体核心素养的形成。超越式教学法是一个开放的理论体系,在课程教学中凡是能够促进学生关键能力与必备品格形成的教学方法都可以成为超越式教学法的要素,均可以作为一种可能参与到超越式教学法方法体系的建构中去。超越式教学法在具体实践是过程中遵循沉浸原则、主体性原则,可持续及生成性原则,实施步骤主要包括唤醒、契约、探究及展示模块。以核心素养为教学主线服务学生的知识学习,知识质与量的提升有良性作用于核心素养的进一步生成及完善,不断生成及强化的素养又带动知识的升级,服务于学习及生活。本文主要由六个章节组成,安排如下:第一章,绪论。主要包括论文研究背景、文献综述、研究理论及实践意义、研究方法与思路。第二章,论文立题的理论依据,包括哲学(超越意识)、心理学(个人建构理论)、教育学(超越式课程论及多元智能理论)方面。第三章,探讨何为“超越”与“超越式”,及在学生学习过程中超越实现的可能性,品格培养和能力形成的可行性途径。对培养核心素养的超越式教学法进行内涵解读并论述超越式教学法的原则。第四章,反观超越式教学的现实存在,为超越式教学找到现实土壤。第五章,探索培养核心素养的超越式教学法的一种实施可能,为此教学法的具体实施找到明确指导。第六章,实践,将培养核心素养的超越式教学法与小学课堂实践相结合,在现实实践中探讨超越式教学法的实践效果。
[Abstract]:The core literacy is put forward intensively and widely, which conforms to the theme of the times, and at the same time puts forward a special challenge to the new education in the information age, which is different from the education in the industrial age. Many countries carry out a new round of education reform around the core literacy, rely on the core literacy to change the new concept of educating people, explore the new teaching practice, study the new normal of education, construct the new standard of teaching and curriculum. The exploration and extension of curriculum reform in the new century focus on the core literacy, which has become the goal of the new round of basic education reform, and become the new normal of basic education research and practice. The research of new effective teaching method is of great significance to the cultivation of people with core qualities in the new century. Transcendental teaching method is one that transcends self, forms character and ability, and aims at accomplishment. Cultural foundation, self-development and social participation are the three dimensions of core accomplishment. The realization of cultural foundation and social participation must be realized through self-development, and self-development requires self-transcendence. The core of transcendental teaching method is self-transcendence, aiming at the formation of individual core accomplishment. The transcendental teaching method is an open theoretical system. In the course teaching, any teaching method which can promote the students' key ability and necessary material can become the element of the transcendental teaching method. Can be used as a possible to participate in the construction of transcendental teaching method system. Transcendental teaching method follows immersion principle, subjectivity principle, sustainability and generative principle in the process of concrete practice. The implementation steps mainly include arousal, contract, inquiry and display module. Taking core literacy as the main line of teaching serves students' knowledge learning. The promotion of knowledge quality and quantity has positive effect on the further generation and improvement of core literacy, and the continuous generation and strengthening of knowledge promotes the upgrading of knowledge and serves for study and life. This paper mainly consists of six chapters, arranged as follows: chapter one, introduction. Including the research background, literature review, theoretical and practical significance, research methods and ideas. The second chapter, the theoretical basis of the thesis, including philosophy (transcendental consciousness, psychology (personal construction theory), pedagogy (transcendental curriculum and theory of multiple intelligences). The third chapter discusses what is "transcendence" and "transcendental style", and the possibility of transcendence realization in the process of students' learning, the feasible way of character cultivation and ability formation. This paper interprets the connotation of transcendental teaching method and discusses the principle of transcendental teaching method. The fourth chapter, looking at the reality of transcendental teaching, to find the real soil for transcendental teaching. Chapter five explores the possibility of carrying out the transcendental teaching method to cultivate the core literacy, and finds clear guidance for the concrete implementation of the teaching method. Chapter six, practice, combines the transcendental teaching method of cultivating core accomplishment with the classroom practice of primary school, and probes into the practical effect of transcendental teaching method in practical practice.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.4

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