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历史地看，由综合课程到综合学习的转变体现了课程改革对于学习方式变革的关注，倡导综合学习是“整体性”思维下的历史选择和回归。从概念来看，综合学习实质是“联结”引领下的学习方式变革。新课程建构的综合学习，在路径上，体现为学科内知识整合学习、跨学科主题学习与综合课程学习三种类型。在学理上，坚持“素养说”的内在逻辑，强调建立知识间、知识与生活间、知识与自我间的“联结”。在实践中，针对知识间的割裂，注重学科知识的整合；针对知识与生活间的割裂，强调知行合一，注重学用结合；针对知识与自我间的割裂，强调学思结合，建构学习反思支架。
Abstract：Historically, the shift from integrated curriculum to integrative learning reflects the concern of curriculum reform on the transformation of learning style, and advocating integrative learning is a historical choice and regression under the “holistic” thinking. Conceptually, integrative learning is essentially the transformation in learning style under the guidance of “connection”. In terms of pathways, the integrative learning constructed by the New Curriculum is embodied in three types: knowledge integration learning within each discipline, interdisciplinary thematic learning and learning through integrated curriculum. In terms of theory, it adheres to the internal logic of “core competencies theory” and connects different knowledge, knowledge and life, and knowledge and self. In terms of practice, integrative learning should emphasize the integration of disciplinary knowledge to address the separation of knowledge, emphasize the unity of knowledge and practice and combination of learning and application to address the separation between knowledge and life, and emphasize the connection between learning and thinking and the construction of reflection scaffolding to address the separation between knowledge and self.
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基本信息:
中图分类号:G632.4
引用信息:
[1]郭洪瑞,张紫红,崔允漷.试论核心素养导向的综合学习[J].全球教育展望,2022,51(05):36-48.
基金信息:
中央高校基本科研业务费专项资金资助项目“学生学习评价素养框架建构及应用研究”(项目编号：YBNL TS2022-023)的阶段性研究成果
2021-12-28
2021
2022-07-04
2022
1
2022-05-10
2022-05-10