發(fā)布時(shí)間：2018-05-14 20:20

  本文選題：核心素養(yǎng) + 超越式　； 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：核心素養(yǎng)集中而廣泛的提出,順應(yīng)時(shí)代主題的同時(shí)也對(duì)處在信息時(shí)代的新型教育提出了有別于工業(yè)時(shí)代教育的特殊挑戰(zhàn)。很多國(guó)家圍繞核心素養(yǎng)開(kāi)展新一輪教育改革,依托核心素養(yǎng)轉(zhuǎn)變育人新理念、探索教學(xué)新實(shí)踐、研究教育新常態(tài)、建構(gòu)教學(xué)及課程新標(biāo)準(zhǔn)。課程改革在新世紀(jì)探索及延伸的焦點(diǎn)聚集在核心素養(yǎng),核心素養(yǎng)成為新一輪基礎(chǔ)教育改革的目標(biāo)抓手,成為基礎(chǔ)教育研究及實(shí)踐的新常態(tài)。研究新型有效的教學(xué)法對(duì)于培養(yǎng)新世紀(jì)具有核心素養(yǎng)的人才具有不可忽視的教育學(xué)意義。超越式教學(xué)法是超越自我,形成品格與能力,旨向素養(yǎng)的教學(xué)。文化基礎(chǔ)、自我發(fā)展與社會(huì)參與是核心素養(yǎng)的三個(gè)維度,文化基礎(chǔ)與社會(huì)參與的實(shí)現(xiàn)都要通過(guò)自我發(fā)展實(shí)現(xiàn),自我發(fā)展就需要自我超越。超越式教學(xué)法的核心是人的自我超越,旨向個(gè)體核心素養(yǎng)的形成。超越式教學(xué)法是一個(gè)開(kāi)放的理論體系,在課程教學(xué)中凡是能夠促進(jìn)學(xué)生關(guān)鍵能力與必備品格形成的教學(xué)方法都可以成為超越式教學(xué)法的要素,均可以作為一種可能參與到超越式教學(xué)法方法體系的建構(gòu)中去。超越式教學(xué)法在具體實(shí)踐是過(guò)程中遵循沉浸原則、主體性原則,可持續(xù)及生成性原則,實(shí)施步驟主要包括喚醒、契約、探究及展示模塊。以核心素養(yǎng)為教學(xué)主線服務(wù)學(xué)生的知識(shí)學(xué)習(xí),知識(shí)質(zhì)與量的提升有良性作用于核心素養(yǎng)的進(jìn)一步生成及完善,不斷生成及強(qiáng)化的素養(yǎng)又帶動(dòng)知識(shí)的升級(jí),服務(wù)于學(xué)習(xí)及生活。本文主要由六個(gè)章節(jié)組成,安排如下:第一章,緒論。主要包括論文研究背景、文獻(xiàn)綜述、研究理論及實(shí)踐意義、研究方法與思路。第二章,論文立題的理論依據(jù),包括哲學(xué)(超越意識(shí))、心理學(xué)(個(gè)人建構(gòu)理論)、教育學(xué)(超越式課程論及多元智能理論)方面。第三章,探討何為“超越”與“超越式”,及在學(xué)生學(xué)習(xí)過(guò)程中超越實(shí)現(xiàn)的可能性,品格培養(yǎng)和能力形成的可行性途徑。對(duì)培養(yǎng)核心素養(yǎng)的超越式教學(xué)法進(jìn)行內(nèi)涵解讀并論述超越式教學(xué)法的原則。第四章,反觀超越式教學(xué)的現(xiàn)實(shí)存在,為超越式教學(xué)找到現(xiàn)實(shí)土壤。第五章,探索培養(yǎng)核心素養(yǎng)的超越式教學(xué)法的一種實(shí)施可能,為此教學(xué)法的具體實(shí)施找到明確指導(dǎo)。第六章,實(shí)踐,將培養(yǎng)核心素養(yǎng)的超越式教學(xué)法與小學(xué)課堂實(shí)踐相結(jié)合,在現(xiàn)實(shí)實(shí)踐中探討超越式教學(xué)法的實(shí)踐效果。
[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.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G622.4

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本文編號(hào)：1889325