摘要
结构化学习强调知识的层级关联与系统整合,是引导学习主体自主建构知识体系、培养高阶思维能力、实现知识迁移应用、发展核心素养的重要学习方式。结构化学习的本质特征体现为阶段性、情境性、系统性与综合性,这些特征决定了其在运行过程中有赖于多维学习要素的连续建构、关联整合与循环深化。学校及教师应以学生认知发展规律为基点,遵循“知识组块形象化—知识网络立体化—认知图式明晰化—深度学习具身化”的递进式转化路径,逐步推进学生的结构化学习,有效实现学科知识向现实问题解决能力的转化,提升学生应对复杂现实情境的实践素养,最终使书本知识真正转化为学生面对生活世界的现实力量。
Structured learning emphasizes the hierarchical correlation and systematic integration of knowledge,which is an important learning methnd to guide learners to construct their nwn knowledge system,cultivate high-order thinking ability,realize knowledge transfer and application,and develop core competency.The essential attributes of structured learning are staged,situational,systematic and comprehensive,which determines that its operation depends on the continuous construction,correlation integration and circular deepening of multi-dimensional learning elements.Based on the law of students'cognitive development,schools and teachers should follow the progressive transformation path of visualization of knowledge chunks,three-dimensional knowledge network,clarity of cognitive schema,and embodiment of deep learning,gradually promote students'structured learning,realize the transformation of disciplinary knowledge to practical problem-solving ability,improve the practical competency of students in dealing with complex realistic situations,and finally make the book knowledge truly transform into student's real ability of facing the life world.
作者
罗生全
吴晓丽
Luo Shengquan;Wu Xiaoli
出处
《课程·教材·教法》
北大核心
2025年第12期53-61,共9页
Curriculum,Teaching Material and Method
基金
人民教育出版社“十四五”规划2024年度重点课题“数字化转型背景下中小学跨学科主题学习的理论形态及实现机制研究”(2024GHB11)
国家社会科学基金2023年度教育学一般项目“乡村教师数字素养测评及提升路径研究”(BHA230131)。
关键词
结构化学习
核心素养
深度学习
认知结构
跨学科教学
structured learning
core competency
deep learning
cognitive structure
interdisciplinary teaching
