大概念视域下《经济与社会》议题式教学的困境审视与路径优化

Examining the Predicaments and Optimizing the Pathways of Issue-Based Teaching in Economy and Society from the Perspective of Big Ideas

摘要: 本文针对《经济与社会》模块议题式教学中存在的“形神分离”困境，以“精准锚定–系统设计–评价革新”为核心，在与国际主流教学设计理论(UbD)对话的基础上，系统性地建构了一体化教学模型。该模型通过双向解析的路径对大概念进行深入提炼，基于“大概念–议题–任务–情境”的系统性设计推动了教学要素的有机整合，并通过嵌入整个教学过程的素养表现性评价来确保“教–学–评”的一致性。基于“我国的社会保障”单元的案例实践表明，这种模型可以有效突破概念浅表化、过程割裂化与评价单一化的现实困境，推进知识的结构化构建和学科核心素养的深入结合，为更好地推进思政课活动型学科课程的实施，提供兼具理论深度和实际效度的解决方案。

Abstract: This paper addresses the dilemma of separation between form and essence in issue-based teaching within the Economy and Society module. Centering on the core framework of “precise anchoring - systematic design - evaluation innovation,” a holistic instructional model is constructed. Through a two-way analytical approach, big ideas are thoroughly distilled. The systematic design based on “big ideas - issues - tasks - contexts” promotes the organic integration of teaching elements, while competency-based performance evaluation embedded throughout the teaching process ensures the alignment of instruction, learning, and assessment. Practical application in the unit “Social Security in China” demonstrates that this model can effectively overcome superficial conceptual understanding, fragmented teaching processes, and simplistic evaluation methods. It further facilitates the structured construction of knowledge and the deep integration of disciplinary core competencies, providing a theoretically sound and practically effective solution for advancing the implementation of activity-based ideological and political courses.