【摘要】 随着《义务教育课程方案(2022年版)》的颁布以及“重在协同,系统设计”原则的提出,初、高中教学衔接问题倍受重视。学生在跨越学段时面临认知结构零散和思维发展障碍等现实困境,需要教育研究人员重新认识和思考教学衔接问题。基于多种教育学理论,学生水平的发展可梳理归纳为知识、认知、思维、表征四个层面,结合研究对象、认识方式、思维路径、问题解决的进阶,可建构教学衔接的KCTR理论框架,实现多个层面的有效教学衔接,进一步落实立德树人根本任务在不同学段的一体化。更多还原

【Abstract】 With the issuance of Compulsory Education Curriculum Program(2022 Edition) and the principle of "focusing on collaboration and systematic design",connection between middle school and high school teaching has received increased attention.When transitioning between educational stages,students face the dilemma of fragmented cognitive structure and thinking development barrier,so it is necessary to reconsider and rethink the issue of teaching connection.Based on various pedagogical theories,the development of students’ levels can be divided into knowledge,cognition,thinking and representation.Combining research subject,cognition method,pathway of thinking,and problemsolving advancement,we can construct KCTR theoretical framework for teaching connection,achieve effective teaching connection across multiple dimensions and further implement the integration of the fundamental task of fostering virtue through education across different educational stages.更多还原