原始创新背景下大概念的教学反思与进路再构OA
Teaching Reflection and Route Reconstruction of Big Ideas under the Background of Original Innovation
以 DeepSeek、ChatGPT 为代表的大语言模型强势崛起,不仅凸显了原始创新能力的战略价值,也对教育教学培养学生原始创新能力提出了更高要求.大概念作为培养学生原始创新能力的根本支撑,其教学价值已得到普遍认可,但在实践落地中仍存在突出瓶颈.为此,文章沿着"背景剖析—内涵回溯—源头分野—理论反思—进路再构"的逻辑脉络展开研究:首先立足于原始创新能力培养的时代背景,剖析了大概念与原始创新能力的内在关联;接着回溯了大概念的教学困境,梳理了作为知识的大概念与作为思维的大概念存在的内涵分歧;随后从大概念提取源头的分野和提取方式的差异着手,挖掘不同理念指导下大概念生成的逻辑起点;再之后对大概念及其教学研究的科学性与整体性展开系统反思,揭示大概念教学效果欠佳的根本原因在于人为地将知识习得与思维发展割裂开来;最后以"知识与思维内在统一"为基本立场,进行大概念及其教学研究的进路再构.文章提出以概念性理解为主线、以基本问题为驱动的教学设计思路,可为化解当前大概念教学中的内涵分歧、破解实践落地难题提供理论参考,并为原始创新背景下学生原始创新能力的发展提供有力支撑.
The vigorous rise of large language models represented by DeepSeek and ChatGPT not only highlights the strategic value of original innovation capability,but also imposes higher demands on education and teaching for cultivating students'original innovation ability.As fundamental support for developing students'original innovation capability,big ideas have been widely recognized for their instructional value,yet prominent bottlenecks persist in their practical implementation.Accordingly,this paper conducts research following the logical thread of"background analysis—connotation retrospection—source divergence—theoretical reflection—route reconstruction":First,grounded in the era background of cultivating original innovation capability,it analyzes the intrinsic connection between big ideas and original innovation capability.Then,it traces the teaching dilemmas of big ideas and sorts out the divergence in connotations between big ideas viewed as knowledge and those viewed as thinking.Subsequently,starting from divergence in the sources and extraction methods of big ideas,this paper explores the logical starting points for generating big ideas under the guidance of different ideas.After that,it carries out systematic reflections on the scientificity and integrity of big ideas and their teaching research,revealing that the root cause of unsatisfactory teaching effects of big ideas lies in the artificial separation of knowledge acquisition and thinking development.Finally,from the basic stance of"the inherent unity of knowledge and thinking",this paper carries out the route reconstruction for big ideas and their teaching research.This paper proposes an instructional design idea centered on conceptual understanding and driven by essential questions,which can provide theoretical reference for resolving connotation divergence and overcoming practical obstacles in current big ideas teaching,and offer strong support for the development of students'original innovation capability under the background of original innovation.
赵益宁;颜士刚;马小兰;武子琴;王莹珂
天津师范大学 教育学部,天津 300387天津师范大学 教育学部,天津 300387天津师范大学 教育学部,天津 300387天津师范大学 教育学部,天津 300387天津师范大学 教育学部,天津 300387
社会科学
原始创新能力大概念思维知识教学设计
original innovation capabilitybig ideasthinkingknowledgeteaching design
《现代教育技术》 2026 (8)
15-25,11
本文为2025年天津市哲学社会科学规划年度项目"信息科技课程'科学原理'的创造型探究教学方法体系研究"(项目编号:TJJY25-06)的阶段性研究成果.
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