【摘要】 大观念的兴起既是信息社会发展的客观要求，又是知识观变革的自然产物，还是当前中国教学改革的必然选择。大观念是对事实与概念、概念与概念之间的本质关系形成的整体认识，是意涵丰富的观念。它既是课程核心知识，又是强有力的认知工具，还是学生学习后形成的概念性理解。在知识论视域中，大观念具有抽象概括性；在学习论视域中，大观念具有持续建构性；在发展论视域中，大观念具有广泛迁移性。作为兼具知识论、学习论、发展论三重价值的意义结构，大观念是课程知识重构视角下最有教育价值的知识，能促进学习从知识获得转向个体持续的意义建构，能促进课程知识向核心素养转化。大观念的教学价值因其作为整体教学系统的核心而实现。它使教学要素有机联系构成整体教学系统，以整体教学促成整体育人。更多还原

【Abstract】 The rise of big ideas is not only because of the objective requirement of the development of information society, but also because they are natural products of the transformation of the view of knowledge, but also because they are inevitable choice of the current teaching reform in China. Big ideas are holistic views of the essential relationships between facts and concepts or between concepts per se. They are ideas with rich meanings. Big ideas are not only the core knowledge of the curriculum, but also powerfully cognitive tools, and the conceptual understanding formed by students after learning. From the epistemological perspective, big ideas are abstract and general. From the perspective of learning theory, big ideas are continuous constructions. From the perspective of development theory, big ideas have extensive transference. As meaning structures with three values of epistemology, learning theory and development theory, big ideas are the knowledge with the most educational values from the perspective of the reconstruction about curriculum knowledge. Big ideas can make learning from getting knowledge to continuous constructing individual meanings, and they can make curriculum knowledge becoming to key competencies. The instructional values of big ideas can be realized as the core of the whole teaching system. It makes teaching elements organically linked to form the whole teaching system, which can promote the role of holistic education by holistic teaching.更多还原