从“负担”到“支架”:“双减”背景下高中化学作业的育人转型探索

From “burden” to “scaffold”: an exploration on the educational transformation of high school chemistry homework under the background of “Double Reduction” policy

摘要

为落实“双减”政策与核心素养培养要求,本研究构建了高中化学“三维目标—四类形态”作业设计框架.该框架将作业重塑为“学习支架”,通过诊断、建构、应用、反思四类形态,系统融入认知、能力等多元支架,能有效减轻学生时间负担,并同步提升其学习兴趣、探究能力与学业表现,实现了“减负”与“提质”的协同,为学科作业改革提供了可操作的实践路径.

Abstract

To implement the “Double Reduction” policy and meet the requirements for cultivating core competencies, this study constructs a “three-dimensional objectives-four types of forms” homework design framework for high school chemistry. This framework reshapes homework as a “learning scaffold”, and systematically integrates multifaceted support such as cognition and abilities through four forms including diagnosis, construction, application and reflection, which can effectively reduce students’ time burden and simultaneously enhance their learning interest, inquiry ability and academic performance, thus to achieve a synergy between “burden reduction” and “quality improvement”. It provides a practical and operable approach for the reform of subject homework.

关键词

“双减”政策 / 高中化学 / 作业转型 / 学习支架

Key words

“Double Reduction” policy / high school chemistry / homework transformation / learning scaffold

参考文献

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[2] 教育部. 普通高中化学课程标准:2017年版2020年修订[S]. 北京: 人民教育出版社, 2020.

[3] 崔允漷. 学科核心素养呼唤大单元教学设计[J]. 上海教育科研, 2019(4): 1.