“强大的知识”概念在学校地理中的应用:课程设置与学习任务的主题

Ondřej Šimik, Alena Seberová, Žaneta Šimlová,, Taťána Göbelová
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引用次数: 0

摘要

本文描述了“强知识”理念在小学地理教育中的运用。首先,在构建地理思维的背景下,简要介绍了强大知识的概念。接下来,我们描述了四个关键的地理概念:地点、空间、环境和互联。文章的主要部分描述了将这四个关键概念应用于教学的可能性。我们使用概括(大思想)进一步指定单个概念。对于每一个关键概念,也有一些学习任务的技巧,可以用来发展这些概念。建立地理思维,即在空间背景下的思维,对现代地理教育很重要(Brooks, Butt, and Fargher, 2019)。教育内容的清晰和深思熟虑的结构对于建立地理思维很重要,这在以能力为导向的课程中可能会出现问题,因为学科内容通常被“压制在背景中”,而关键能力(学习,沟通,解决问题等)被优先考虑。然而,这些关键的、跨学科的能力必须放在实地的背景下。换句话说,它们必须充满特定的内容,以便学生能够掌握。这个问题可以通过使用强大知识的概念来克服。强大知识的概念在十多年前就被定义了(Young 2008;Young和Muller 2010)。根据Young(2010)的观点,我们不应该把世界(这是地理教学的主题)仅仅视为一个体验的地方,而应该成为一个思考的对象。强大知识概念的意义在于,它是独立于上下文的,因此可以转移到学生个人经验之外的情况。这些知识使我们有可能超越自己经验的框架去思考和理解。学校在这里扮演着至关重要的角色,因为学生不能靠自己学习这些强大的知识,只能基于个人经验。根据Young(2014, 74)的说法,“当知识能够预测(制定假设)、解释、考虑替代方案,并帮助人们以新的方式思考时,它就是强大的。”如果我们将强大知识的概念与Bloom的学习目标分类法(Krathwohl 2002, 215)进行比较,我们就会到达理解,然后应用,分析,评估和创造的操作层面。如果我们举个例子,教地理不仅仅是列出特定城市的名字,或者只是在地图上找到它们。其目的是让学生理解每个城市都是一个独特的地方,具有塑造它的特定特征,并且它的位置也取决于这些特征。这最终会对人类生活产生许多实际的影响。它是地理空间的决策和主动塑造。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Application of the “Powerful Knowledge” Concept in School Geography: Topics for the Creation of the Curriculum and Learning Tasks
This article describes the use of the “powerful knowledge” concept in geography education in primary schools. First, the concept of powerful knowledge is briefly introduced in the context of building geographical thinking. Next, we describe four key geographical concepts: place, space, environment, and interconnection. The main part of the article describes the possibilities of applying these four key concepts to teaching. We further specify individual concepts using generalizations (big ideas). For each of the key concepts, there are also tips for learning tasks that can be used to develop these concepts. Building geographical thinking, that is, thinking in spatial contexts, is important for modern geography education (Brooks, Butt, and Fargher 2019). A clear and well-thought-out structuring of educational content is important for building geographical thinking, which can be problematic in competence-oriented curricula, where subject content is often “suppressed into the background” and key competencies (for learning, communication, problem solving, etc.) are prioritized. However, these key, cross-disciplinary competences must be placed in the field context. In other words, they must be filled with specific content so that they can be grasped by the students. This problem could be overcome by using the concept of powerful knowledge. The concept of powerful knowledge was defined more than a decade ago (Young 2008; Young and Muller 2010). According to Young (2010), we should not view the world (which is the subject of geography teaching) merely as a place of experience, but rather it should become an object of thought. The meaning of the concept of powerful knowledge lies in the fact that it is context-independent and therefore transferable to situations that are outside the student’s personal experience. This knowledge makes it possible to think and understand beyond the framework of one’s own experiences. The school acquires a vital role here, as the student cannot learn this powerful knowledge on their own, only on the basis of personal experience. According to Young (2014, 74), “knowledge is powerful when it can predict (formulate hypotheses), explain, consider alternatives, and if it helps people think in new ways.” If we compare the concept of powerful knowledge with Bloom’s taxonomy of learning objectives (Krathwohl 2002, 215), we get to the operational levels of understanding and then applying, analyzing, evaluating, and creating. If we were to use an example, teaching geography is not only about listing the names of specific cities or just finding them on a map. The intention is to lead students to understand that every city is a unique place, with specific characteristics that shape it, and from which its location also depends. This ultimately has a number of practical consequences for human life. It is decision-making and active shaping of geographical space.
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