指向核心素養的學習設計：創設基於協作問題解決的學習樣態

第一部分　指向核心素養的學習設計理論建構
第一章　核心素養概述 ······································································3
第一節　核心素養的提出背景 ······································································3
一、社會結構變革對學習者核心素養培養提出新要求 ·································3
二、學習技術發展為培養學習者的核心素養提供支撐 ·································5
三、認知方式轉變為培養學習者的核心素養奠定基礎 ·································6
第二節　核心素養的概念內涵 ······································································7
一、OECD 的核心素養內涵 ··································································8
二、歐盟的核心素養內涵 ··································································.10
三、美國的核心素養內涵 ··································································.12
四、中國的核心素養內涵 ··································································.14
五、小結 ·······················································································.18
參考文獻 ······························································································.19
第二章　指向核心素養的創新學習模式：協作問題解決的學習 ················.21
第一節　協作問題解決學習的內涵 ·····························································.21
一、基於問題解決的學習 ··································································.21
二、協作學習 ·················································································.23
三、協作問題解決學習 ·····································································.25
第二節　協作問題解決學習的特點 ·····························································.26
一、從過程階段角度理解協作問題解決學習的特點 ·································.26
二、從活動功能角度理解協作問題解決學習的特點 ·································.29
第三節　協作問題解決學習在培養學習者核心素養方面的教育價值 ···················.33
一、助力優質知識結構的建構，促進核心素養的培養 ······························.33
二、助力高階思維能力的發展，促進核心素養的培養 ······························.34
參考文獻 ······························································································.36
第三章　指向核心素養的學習設計理論基礎 ········································.39
第一節　指向核心素養的學習設計的基本理論 ··············································.39
一、大腦記憶系統中的認知架構 ·························································.40
二、基於認知架構的學習設計基本理論：認知負荷理論 ···························.45
第二節　指向核心素養的學習設計的指導原則 ··············································.47
一、設計學習目標，控制固有認知負荷 ················································.47
二、設計學習活動，優化額外認知負荷和相關認知負荷 ···························.49
三、設計學習乾預，優化額外認知負荷和相關認知負荷 ···························.50
參考文獻 ······························································································.52
第二部分　指向核心素養的學習設計行動框架
第四章　基於大概念的學習目標設計 ·················································.57
第一節　大概念的基本內容 ······································································.57
一、大概念的定義 ···········································································.57
二、大概念的特點 ···········································································.59
三、大概念的表現類型 ·····································································.60
四、大概念的表現層級 ·····································································.62
第二節　基於大概念的學習目標設計方法 ····················································.67
一、確定大概念的提取路徑 ·······························································.68
二、確定大概念的知識結構 ·······························································.69
三、呈現大概念的表徵方式 ·······························································.71
四、撰寫基於大概念的學習目標 ·························································.73
參考文獻 ······························································································.77
第五章　基於問題解決的學習活動設計 ··············································.79
第一節　問題解決的基本內容 ···································································.79
一、問題解決的定義 ········································································.79
二、問題解決的認知過程模型 ····························································.81
三、問題解決的圖式理論 ··································································.87
第二節　基於問題解決的學習活動設計方法 ·················································.98
一、基於問題解決的學習活動設計思路 ················································.99
二、基於問題解決的學習活動設計策略 ················································102
參考文獻 ······························································································106
第六章　基於學習支架的乾默認計 ··················································.108
第一節　學習支架的基本內容 ···································································108
一、學習支架的概念 ········································································108
二、學習支架的主要分類 ··································································110
第二節　基於學習支架的乾默認計方法 ·······················································112
一、基於教學法的學習支架設計策略 ···················································113
二、基於技術性的學習支架設計策略 ···················································120
參考文獻 ······························································································137
第三部分　指向核心素養的學習設計項目案例
第七章　數學課程中指向核心素養的學習設計項目案例 ·······················.145
第一節　“神奇的蜂巢：探索幾何與自然之美”項目中的學習目標設計 ··············145
一、大概念及其知識結構的設計 ·························································146
二、基於大概念的學習目標設計 ·························································147
第二節　“神奇的蜂巢：探索幾何與自然之美”項目中的學習活動設計 ··············148
一、驅動性問題的設計 ·····································································148
二、基於驅動性問題的學習活動設計 ···················································150
第三節　“神奇的蜂巢：探索幾何與自然之美”項目中的學習乾默認計 ··············160
一、教學法支架的設計 ·····································································160
二、技術性支架的設計 ·····································································163
參考文獻 ······························································································165
第八章　信息科技課程中指向核心素養的學習設計項目案例 ·················.166
第一節　“探尋中國大運河的璀璨：信息的搜索與遴選”項目中的學習目標設計 ····166
一、大概念及其知識結構的設計 ·························································167
二、基於大概念的學習目標設計 ·························································168
第二節　“探尋中國大運河的璀璨：信息的搜索與遴選”項目中的學習活動設計 ····169
一、驅動性問題的設計 ·····································································169
二、基於解決問題的學習活動的設計 ···················································170
第三節　“探尋中國大運河的璀璨：信息的搜索與遴選”項目中的學習乾默認計 ····188
一、教學法支架的設計 ·····································································189
二、技術性支架的設計 ·····································································189
參考文獻 ······························································································191
第九章　跨學科課程中指向核心素養的學習設計項目案例 ····················.192
第一節　“如何製作和銷售甜糯適宜的桂花糕”項目中的學習目標設計 ··············192
一、基於大概念、課標和教材確定知識結構 ··········································193
二、基於核心知識體系確定教學目標 ···················································194
第二節　“如何製作和銷售甜糯適宜的桂花糕”項目中的學習活動設計 ··············195
一、驅動性問題的設計 ·····································································195
二、基於問題解決的學習活動設計 ······················································196
第三節　“如何製作和銷售甜糯適宜的桂花糕”項目中的學習乾默認計 ··············204
一、教學法支架的設計 ·····································································204
二、技術性支架的設計 ·····································································206
參考文獻 ······························································································208