论回归性作为核心素养生成的教学逻辑

On the Teaching Logic of Regression as the Generation of Core Literacy

摘要: 核心素养导向的教育改革对传统教学逻辑提出关键性挑战，传统教学实践中“重复训练”主导的知识传递模式难以充分适配素养培育对创造性思维与意义构建能力的发展需求。多尔后现代课程观中的“回归性”理念，为破解这一困境提供了思路。回归性教学逻辑以反思性中断、对话性协商、经验性重构为核心内涵，通过“触发–对话–返回–重构”的循环机制，实现从知识传递到意义生成的教学转型。基于核心素养落地的现实困境，阐释回归性教学逻辑的理论基础与价值意蕴，分析实施困境并提出可行路径，以期为核心素养导向的教学改革提供理论参考。

Abstract: The core literacy-oriented education reform poses a key challenge to the traditional teaching logic. The knowledge transfer mode dominated by “repeated training” in traditional teaching practice is difficult to fully adapt to the development needs of literacy cultivation for creative thinking and meaning construction ability. The concept of “regression” in Doll’s post-modern curriculum view provides a way to solve this dilemma. Regressive teaching logic takes reflective interruption, dialogic negotiation and empirical reconstruction as the core connotation, and realizes the teaching transformation from knowledge transfer to meaning generation through the circulation mechanism of “trigger-dialogue-return-reconstruction”. Based on the realistic dilemma of the implementation of core literacy, this paper explains the theoretical basis and value implication of the logic of regression teaching, analyzes the implementation dilemma and puts forward feasible paths, in order to provide theoretical reference for the core literacy-oriented teaching reform.