【作 者】：
郭 炯， 潘 霞
【关 键 词 】：
学科能力； 单元教学设计模型； 学科核心素养； 大概念
【栏 目】：
课程与教学
【中文摘要】：
核心素养教育是当前教育变革的核心主题，基于学科能力的单元教学不仅是对核心素养教育的基本回应，也是推动核心素养落地的现实需要。通过单元教学的方式促进核心素养发展，需厘清核心素养导向下单元教学设计要点与逻辑，建构面向学科能力培养的单元教学设计模型。该模型源自脑的学习机理、心理认知规律，探索单元教学中学科能力的培养机制，立足大数据、人工智能、虚拟现实等技术赋能单元教学的认知价值，围绕单元目标，明确了课程分析、内容重构、活动设计、评价设计等核心要素，并以“大”为切入点，探究大概念、大整合、大任务、大进阶所揭示的实施逻辑。在此基础上，设计面向学科能力的单元教学案例，详细阐述单元教学设计流程与策略，希冀为单元教学提供理论解释与实践指导。
【英文摘要】：
Core literacy education is the core theme of current educational reform. The unit teaching based on disciplinary competence is not only a basic response to core literacy education, but also a practical need to promote the implementation of core literacy. To promote the development of core literacy through unit teaching, it is necessary to clarify the key points and logic of unit teaching design under the guidance of core literacy, and construct a unit teaching design model for the cultivation of disciplinary competence. The model originates from the learning mechanism of the brain and the law of psychological cognition, explores the cultivation mechanism of disciplinary competence in unit teaching, builds on the cognitive value of unit teaching enabled by technologies such as big data, artificial intelligence and virtual reality, defines the core elements such as curriculum analysis, content reconstruction, activity design and evaluation design around the unit goals, and takes "the big" as the entry point to explore the implementation logic revealed by big concepts, big integration, big tasks and big advancement. On this basis, the study designs a unit teaching case for disciplinary competence and elaborates the process and strategies of unit teaching design, hoping to provide theoretical explanation and practical guidance for unit teaching.