外国教育研究

2019, v.46;No.350(08) 57-68

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以读写教育构建跨学科素养:芬兰新课程多元读写能力及其实施途径评析
Constructing Interdisciplinary Competency through Literacy Education:An Analysis of Multi-literacy Education in Finland's New Curriculum and Its Implementation

谷屹欣;
GU Yixin;Teachers' College,Beijing Union University;

摘要(Abstract):

芬兰最新一轮课程改革将多元读写能力作为七大横向核心能力之中的一项关键能力,多元读写能力在此语境下包含文本、学科、能力、文化四个层面。鉴于多元读写能力是移动互联网和交叉学科时代的重要技能,芬兰力图通过改善学校和社区阅读资源、调整各学段和学科教学目标与方法、转变学科教师传统角色、要求不同学科教师合作开设跨学科学习模块等方式落实对多元读写能力的培养。尽管面临教师培训和资源支持等一系列挑战,芬兰对多元读写能力的重视和课程实践依然能够为我国将核心素养与具体课程教学相融合提供借鉴意义。
The latest round of Finland's curriculum reform listed multi-literacy as one of the seven transactional key competencies. In this context,multi-literacy includes four levels:text,discipline,ability and culture. As multi-literacy is an important skill in the age of mobile internet and interdisciplinary,Finland seeks to cultivate multi-literacy ability through improving school and community's reading resources,adjusting instruction objectives and methods across different periods and disciplines,changing the traditional roles of subject teachers,and requiring teachers of different disciplines to cooperate to set up interdisciplinary learning modules. Despite a series of challenges like teacher training,Finland's emphasis on multi-literacy and curriculum practice still provides references for us on how to integrate key competencies with specific curriculum instruction.

关键词(KeyWords): 芬兰;多元读写能力;跨学科;课程改革;核心素养
Finland;Multi-literacy;Interdisciplinary;Curriculum Reform;Key Competencies

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作者(Author): 谷屹欣;
GU Yixin;Teachers' College,Beijing Union University;

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