【作 者】：
郑 权， 张立昌， 郑汉柏
【关 键 词 】：
虚拟情境； 虚拟现实； 观察学习； 儿童； 核心素养
【栏 目】：
课程与教学
【中文摘要】：
虚拟情境是全人教育理念下，促进儿童跨学科学习，实现信息技术从服务教育教学拓展到服务育人的标志。虚拟情境为儿童观察学习提供了媒体支持与内容支持，经由儿童的主体参与所构成的这一全新学习系统，对儿童的观察学习及其发展创造出了与信息时代发展相契合的“学习场”。在厘清了虚拟情境的演进、内涵及其何以成为促进儿童观察学习的可能性学理分析基础上，基于以生为本和因学施策的原则，对虚拟情境创设的筛选、创造两种方式和表现作出了阐述。依循我国儿童发展与学习现状，从健康、语言、社会、科学、艺术五个领域，分别探索并给出了虚拟情境促进儿童观察学习的具体实践方式，其旨意在于促进儿童核心素养的提升。
【英文摘要】：
Under the philosophy of holistic education, virtual situations can be used to promote children's interdisciplinary learning and realize the expansion of information technology from serving education to educating people. Virtual situations can provide media support and content support for children's observational learning. A brand-new learning system participated by children creates a "learning field" for children's observational learning and its development, which is in accordance with the development of information age. After clarifying the evolution and connotation of the virtual situation and the reasons why it becomes the possibility of promoting children's observational learning, based on the student-based principle and students' learning-based teaching strategies, two ways of choosing and creating virtual situations and their manifestations are expounded. According to the current status of children's development and study in our country, from five areas of health, language, society, science and art, specific practical ways to promote children's observational learning through virtual situations are explored to improve children's core literacy.