英国跨学科核心素养混合式教学的实施和启示——以曼彻斯特大学My Learning Essentials项目为例
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摘要
英国曼彻斯特大学My Learning Essentials项目打破学科和学习层次界限,以学习者需求为中心,面向全校师生实施混合式核心素养教学。混合教学模式促进素养的主动学习和建构性学习;线下工作坊异质学习小组塑造新型师生关系,促进素养深度学习。联合式教学资源制作为教学提供多元支持。该项目对国内高校核心素养培养有一定启示。
The competencies support project "My Learning Essentials" of Manchester University, breaking the boundary of disciplines and degrees, provides blended learning to students and teachers with learners' needs as the orientation. Blending learning mode promotes active and constructive learning of key competencies. Heterogeneous learning groups offline build new student-teacher relationship to promote deeper learning of key competencies.Collaborative design of learning materials provides multiple supports. My Learning Essentials can bring inspiration to the cultivation of key competencies in China's universities.
The competencies support project "My Learning Essentials" of Manchester University, breaking the boundary of disciplines and degrees, provides blended learning to students and teachers with learners' needs as the orientation. Blending learning mode promotes active and constructive learning of key competencies. Heterogeneous learning groups offline build new student-teacher relationship to promote deeper learning of key competencies.Collaborative design of learning materials provides multiple supports. My Learning Essentials can bring inspiration to the cultivation of key competencies in China's universities.
引文
[1]褚宏启.核心素养的国际视野与中国立场——21世纪中国的国民素质提升与教育目标转型[J].教育研究,2016,(11):8-18.
[2]Chi,M.T.,&Wylie,R.The ICAP framework:linking cognitive engagement to active learning outcomes[J].Educational Psychologist,2014,(4):220.
[3]Nieveen,N.,&Plomp T.Curricular and implication challenges in introducing Twenty-First Century Skills in education.In Assessment and Teaching of 21st Century Skills[M].Cham:Springer,2018:265.
[4]郭翔飞,程晓堂.培养学生核心素养课程改革的国外经验及启示[J].黑龙江高教研究,2016,(9):63-66.
[5]陈殿兵,杨新晓.指向核心素养发展的课堂教学模式研究[J].黑龙江高教研究,2017,(6):169-173.
[6]方婷婷,杨雪.基于提高大学生核心素养理念的通识课程建设[J].教育教学论坛,2018,(35):202-203.
[7]Top Universities in the UK 2019.[EB/OL].[2018-09-16].https://www.topuniversities.com/university-rankings-articles/world-universityrankings/top-universities-uk-2019.
[8]Facts and Figures 2018.[EB/OL].[2018-09-16].http://documents.manchester.ac.uk/display.aspx?Doc ID=35329
[9]Blake,J.,&Illingworth,S.Interactive and interdisciplinary student work:A facilitative methodology to encourage lifelong learning[J].Widening Participation and Lifelong Learning,2015(2),108-118.
[10]Kelsall J.A Closer look into the“My Learning Essentials”blended learning program.[EB/OL].[2018-03-01].http://webinars.blackboard.com/Catalysts-of-Elearning-Overview.
[2]Chi,M.T.,&Wylie,R.The ICAP framework:linking cognitive engagement to active learning outcomes[J].Educational Psychologist,2014,(4):220.
[3]Nieveen,N.,&Plomp T.Curricular and implication challenges in introducing Twenty-First Century Skills in education.In Assessment and Teaching of 21st Century Skills[M].Cham:Springer,2018:265.
[4]郭翔飞,程晓堂.培养学生核心素养课程改革的国外经验及启示[J].黑龙江高教研究,2016,(9):63-66.
[5]陈殿兵,杨新晓.指向核心素养发展的课堂教学模式研究[J].黑龙江高教研究,2017,(6):169-173.
[6]方婷婷,杨雪.基于提高大学生核心素养理念的通识课程建设[J].教育教学论坛,2018,(35):202-203.
[7]Top Universities in the UK 2019.[EB/OL].[2018-09-16].https://www.topuniversities.com/university-rankings-articles/world-universityrankings/top-universities-uk-2019.
[8]Facts and Figures 2018.[EB/OL].[2018-09-16].http://documents.manchester.ac.uk/display.aspx?Doc ID=35329
[9]Blake,J.,&Illingworth,S.Interactive and interdisciplinary student work:A facilitative methodology to encourage lifelong learning[J].Widening Participation and Lifelong Learning,2015(2),108-118.
[10]Kelsall J.A Closer look into the“My Learning Essentials”blended learning program.[EB/OL].[2018-03-01].http://webinars.blackboard.com/Catalysts-of-Elearning-Overview.