摘要
20世纪初,项目式学习随西方进步主义教育思想一同传入了日本,在一个多世纪的演变中,项目式学习成为日本中小学课程变革中重要的教学组织形式,历经五个主要发展阶段。与此同时,日本项目式学习的探索,几乎与有效教学思潮在日本的演进历程交相呼应。期间所衍生出的实践困境表现为:“教学有效率”追问下项目式学习“形”与“质”耦合度不高;“教学有效果”导向下项目式学习“课程化”与“教师诠释能力”不匹配;“教学有效益”诉求下项目式学习“主体介入”与“团体协作氛围建构”之矛盾。由此,对日本中小学项目式学习探索历程的经验审思主要包括:基于“课程”概念视角重启项目式学习变革的动力机制;基于“师生共同体”视角重塑项目式学习实践的主体机制;基于主体性意义生成的实践逻辑重建团队合作机理。
Project-based learning is the core carrier of future basic education reform,and it is related to the value of high-quality education development.At the beginning of the 2oth century,project-based learning was introduced into Japan along with the western progressive educational thought.In the evolution of more than a century,project-based learning has become an important teaching organization form for the curriculum reform of primary and secondary schools in Japan,and has gone through five main stages of development.At the same time,the exploration of project-based learning in Japan almost echoes the evolution of the trend of effective teaching in Japan.The practical dilemmas derived during this period are as follows:the coupling degree between"form"and"quality"of project-based learning under the questioning of"teaching efficiency"is not high;Under the guidance of"teaching is effective",the"curriculum"of project-based learning does not match the"teacher's interpretation ability".The contradiction between"subject involvement"and'group cooperation atmosphere construction"in project-based learning under the demand of"teaching efficiency".Therefore,the empirical review of the exploration process of project-based learning in Japanese primary and secondary schools mainly includes:restarting the dynamic mechanism of project-based learning transformation based on the concept of"curriculum";reshaping the main mechanism of project-based learning practice from the perspective of"teacher-student community";reconstruction of team cooperation mechanism based on the practical logic of subjectivity meaning generation.
作者
胡嘉康
田莉
HU Jiakang;TIAN Li(Faculty of Education,Yunnan Normal University,Kunming 650000,China)
出处
《外国教育研究》
CSSCI
北大核心
2023年第8期35-50,共16页
Studies in Foreign Education
基金
国家社科基金教育学一般课题“教育评价的实践思维转向研究”(课题编号:BAA180018)
2023年云南师范大学研究生科研创新基金资助课题“基于项目的学习对职前教师跨学科素养发展的实证探究”(课题编号:YJSJJ23-B30)。
关键词
日本
项目式学习
发展历程
困境
机制
Japan
Project-Based Learning
development course
dilemma
machine made
