中国电化教育

在素养导向的全学科育人时代背景下，跨学科项目化学习已成为基础教育课程教学改革的重要途径。将大概念建构作为其逻辑起点，可以有效弥补当前跨学科项目化学习存在的“驱动问题浅表化、活动内容拼盘化、组织流程松散化”等实践困境。但已有研究缺乏对教师教学观念重构和大概念体系生成等方法论支持。该研究基于系统设计观，在厘清跨学科项目化学习中大概念建构的内涵价值和生成逻辑基础上，以追求理解(UbD)的逆向教学设计为底层理念，以“表层学习—深度学习—迁移学习”为内在机制，遵循“准备→建构→应用→反思”的大概念建构思路，建立了包含观念层、原则层、认知层、设计层、策略层的五层次立体理论框架(“CPCD-S”模型)，生成了兼具全程性和灵活性的具体策略，并结合实践案例对其进行了应用阐述，以期贯通理论与实践的双向路径，为教师开展基于大概念的跨学科项目化学习提供系统性方法路径，为课程教学改革的纵深发展提供助力。

In the context of the literacy-oriented all-discipline education era, interdisciplinary project-based learning has become an important way of basic education curriculum teaching reform. Taking the big concept construction as its logical starting point, it can effectively make up for the current interdisciplinary project-based learning teaching challenges, such as superficiality of the driving problem, plattering of activities, and loose organisational processes. However, the existing research lacks methodological support such as the reconstruction of teachers' conceptions of teaching and the generation of broad conceptual systems. Based on the systematic design concept, this study, on the basis of clarifying the connotation value and generation logic of big concept construction in interdisciplinary project-based learning, takes the reverse instructional design of the pursuit of understanding(UbD) as the underlying concept, takes “surface learning-deep learning-transferred learning” as the intrinsic mechanism, and follows the idea of “preparation→construction→application→reflection” in the construction of big concepts, and establishes a five-level three-dimensional theoretical framework(the “CPCD-S” model), which includes conceptual layer,principle layer, cognitive layer, design layer, and strategy layer, and generates a concrete strategy that is both full-textual and flexible. In addition, it is elaborated with practical cases, with a view to linking the two-way path between theory and practice, providing a systematic methodological path for teachers to carry out interdisciplinary project-based learning based on the Big Concept, and fuelling the deeper development of curriculum teaching reform.