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素养本位学习任务是学习者综合运用大观念、知识与技能等解决真实问题，完成特定作品或表现的活动，它具有实践性、真实性与表现性的特点。素养本位学习任务是指向概念性理解的探究任务，这迥异于指向掌握知识技能的常规任务。素养本位学习任务设计呼唤结构化学习任务设计。结构化学习任务设计包括终结型表现性任务设计和结构化子任务设计。关于终结型表现性任务设计，首先运用理解六面设计学生可能的理解表现，进而运用GRASPS工具组织完善并最终完成任务设计。与之相适，可根据需要选择适切的整体型量规设计工具或分析型量规设计工具进行量规设计。关于结构化子任务设计，结构化子任务的横向设计是指根据终结型表现性任务分解设计逻辑紧密的系列子任务，它体现学习任务的连续性；结构化子任务的纵向设计是指各子任务围绕相应探究问题及子观念，根据探究循环开展弹性课时计划的设计过程。
Abstract：Competence-based learning tasks are activities in which learners synthesize big ideas, knowledge and skills to solve authentic problems and complete specific works or performances. They are practical, authentic and expressive.Competence-based learning tasks are inquiry tasks that aim at conceptual understanding, which is very different from the routine tasks that aim at mastering knowledge and skills. Competence-based learning task design calls for structured learning task design.Structured learning task design includes culminating performance task design and structured subtask design.Regarding the culminating performance task design, the six facets of understanding are used to design possible understanding performances, and then the GRASPS tool is used to organize, refine, and finalize the task design.Correspondingly, the rubric design can be designed by selecting appropriate holistic rubric design tools or analytical rubric design tools as needed.Regarding the design of structured subtasks, the horizontal design of structured subtasks is to design a series of closely related subtasks around the culminating performance task, which reflects the continuity of the learning task. The vertical design of structured subtasks is to carry out in-depth and specific design for each subtask based on the inquiry cycle around the corresponding inquiry questions and subconcepts to complete the design process of the flexible lesson plan.
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(1)注:我国基础教育已全面迈向素养本位课程改革。本轮素养本位课程改革的显著特点是强调“学习任务”在课程与教学中的价值,但体现在义务教育各学科课程标准中的概念不尽统一,如语文、劳动、艺术、地理学科称之为“学习任务”“学习任务群”,数学、英语、历史称之为“学习活动”,道德与法治、生物学、物理、化学、科学、体育与健康称之为“活动”“探究活动”,而信息科技则称之为“探究任务”。尽管各学科课程标准使用的概念有所区别,但均指向学科核心素养的培养。本文选取使用范围广且具有一定学术性的“学习任务”统领上述纷繁多样的概念。
(2)注:有关理解六面、GRASPS工具、量规设计工具等,请参阅:郭元勋,张华.论素养本位表现性评价设计[J].全球教育展望,2022(9):91-103。
基本信息:
中图分类号:G420
引用信息:
[1]郭元勋,张华.论素养本位学习任务的内涵及设计[J].全球教育展望,2025,54(07):149-160.
基金信息:
2023年度浙江省教育厅科研项目“大单元教学设计与实施研究”(课题编号：Y202353596)的部分研究成果
2025-07-15
2025-07-15