概念框架体系的建构路径——建构策略与特点的《普通高等学校本科专业类教学质量国家标准》“三原则”解析视角

Approach to Constructing Systems of Conceptual Frameworks—Analysis of the Building Strategies and Their Features from the Perspective of the Three Fundamental Principles in the National Criteria for the Teaching Quality of BA Programs in China’s Universities and Colleges

摘要: 研究发现以知识告知型为主的教学和基于建构主义观、注重培养能力的教学，均无法解决碎片化知识的传授方式导致教学效果不佳的问题。要更好地掌握知识和培养能力，需接受知识是能力组成部分的学习观。基于这样的学习观，本项研究，作为系列课堂教学探索的最新实证研究，设计以“概念框架体系”建构学科知识体系的路径，采用“学生讲课为主的Jigsaw III教学模式”施教，以整合知识习得和能力培养，旨在探析用学习者的不同学习经历把以“肢解”形式表征和呈现的知识系统化的教学策略和其特点。基于中国教育部2018年1月首次发布的《普通高等学校本科专业类教学质量国家标准》(本文简称《国标》)所提出“突出学生中心、突出产出导向和突出持续改进”三个基本原则，分析定性为主的研究结果表明：“问题建构法”、“认知具化法”、“多维拓展法”和“显性强化法”的教学策略具有能力培养的高阶指向性，教学广度和深度的互促性，教学、管理和评估的整合性以及师生认知的共进性特点，有助于在学习社区中共建共享知识，通过把碎片化知识建构于概念框架体系中、这样有意义的教学过程培养能力。

Abstract: Previous research reveals that neither the “Knowledge-Telling” method nor constructivism-based practices are effective in meeting the problem, the unsatisfactory instructional outcomes caused by learning and teaching lesson content in isolated, discrete ways. In order to better acquire knowledge and achieve competence, we should accept that knowledge is part of competence. On the basis of such learning theory, this study, the latest of the series of empirical studies on class instruction, aims to elaborate on the major strategies and their features of the approach to the construction of the systematic knowledge of disciplines by building the conceptual framework systems of the curriculum, through the Jigsaw III Model to integrate the development of competence and acquisition of disciplinary knowledge, and to inquire into and analyze the use of students’ different learning experiences to systematize the knowledge represented and presented in “dismembered” forms. The analysis of the qualitative data, from the perspective of the three fundamental principles (i.e., students’ center, outcome-based center, and continuous quality improvement) established in the National Criteria for the Teaching Quality of BA Programs in China’s Universities and Colleges issued by China’s Ministry of Education in January, 2018 (the National Criteria, hereafter), indicates that the techniques, useful in implementing the Jigsaw III Model, include question-based knowledge building, visualization of cognitive processes, multi-dimensional extension of knowledge, and awareness-raising intensification. These strategies are characterized by development of higher order cognitive skills, synergetic effect of breadth and depth of curricular knowledge, integration of teaching, management, and assessment, and the teacher and learners’ joint effort and cognitive development, conducive to the promotion of the knowledge building and knowledge sharing in the learning community, through which to develop competence by building the fragmentary knowledge into the conceptual framework systems of the curriculum in meaningful ways.