【摘要】 长期以来,无论是课程研究还是教学领域,对学科课程知识的厘定一直模糊不清,将课程知识与课程内容、学科知识、教材知识相混,其根本原因在于对课程知识的认识缺乏知识论基础。以安德森知识分类标准为理论框架,可将生物学课程知识分为生物学事实性知识、生物学概念性知识、生物学程序性知识和生物学元认知知识,并在此基础上建构兼具学科属性、实践属性和认知属性的生物学课程知识体系。在课程实践中,应依据课程知识体系多维属性的实践路径,使学生在结构化课程设计中亲历知识发现、在挑战性学习任务中践行知识价值、在深度学习中认识自我并学会学习。更多还原

【Abstract】 For a long time,both curriculum research and teaching haven’t defined curriculum knowledge clearly,confusing it with curriculum content,disciplinary knowledge,and textbook knowledge.The root cause lies in the lack of an epistemological foundation for understanding curriculum knowledge.Adopting Anderson’s knowledge classification standard as theoretical framework,this article categorizes biology curriculum knowledge into biology factual knowledge,conceptual knowledge,procedural knowledge,and metacognitive knowledge and constructs a biology curriculum knowledge system that encompasses disciplinary,practice and cognitive attributes.In curriculum practice,multidimensional approaches are proposed based on the attributes, enabling students to discover knowledge through structured curriculum design,apply knowledge in challenging learning task,and develop self-awareness and learn to study in deep learning.更多还原