| 教学情境与命题情境的区分及其意义——基于《普通高中思想政治课程标准》的文本分析 |
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| 引用本文： | 李晓东.教学情境与命题情境的区分及其意义——基于《普通高中思想政治课程标准》的文本分析[J].中国考试,2020(1):47-53. |
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| 作者姓名： | 李晓东 |
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| 作者单位： | 北京师范大学 |
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| 基金项目： | 国家社会科学基金教育学重大项目“教材建设中创新性发展中华优秀传统文化研究”子课题“德育学科传承中华优秀传统文化研究”(VFA180003-03) |
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| 摘 要： | 2017年版《普通高中思想政治课程标准》分别对教学情境与命题情境进行了详细的说明。通过对课程标准的文本分析,可以准确把握教学情境与命题情境的区别,理解二者在存在基础和落实方式、评价方式、作用和功能、联系学生生活方式等方面均有显著区别。基于这种区别,在教学与评价实践中应该区别教学情境与命题情境的不同针对性,理解如何以考试改革推动教学理念与实践的更新;在评价改进方面则要主动作为,以体现命题情境设置的育人价值和引导教学的作用。
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| 关 键 词： | 课程标准 学科核心素养 教学情境 命题情境 |
The Difference between Teaching Situation and Propositional Situation:Based on Text Analysis of Ideological and Political Curriculum Standards |
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| LI Xiaodong.The Difference between Teaching Situation and Propositional Situation:Based on Text Analysis of Ideological and Political Curriculum Standards[J].China Examinations,2020(1):47-53. |
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| Authors: | LI Xiaodong |
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| Institution: | (Beijing Normal University,Beijing 100875,China) |
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| Abstract: | The ideological and political curriculum standards respectively explains the teaching situation and the propositional situation in detail.Through text analysis,we can accurately grasp the difference between teaching situation and proposition situation,and understand that there are significant differences between them in the aspects of foundation and implementation,evaluation method,role and function,and the way of connecting students’daily lives.Based on this distinction,we should distinguish the different pertinence of the two situations in teaching,understand how to promote the renewal of teaching ideas and practice by examination reform,and take the initiative in evaluation improvement,so as to reflect the educational value of setting proposition situations and the role of guiding teaching. |
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| Keywords: | curriculum standards subject core competencies teaching situation propositional situation |
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