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| 內容簡介： |
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为了回应我国提出的促进学习者核心素养发展的育人目标，教师需要变革传统的知识传授的教学方式，为学习者设计具有启发性、高质量和趣味性的深度学习体验，从而支撑学习者核心素养的发展。基于此，本书从认知负荷理论视角出发，提出了指向核心素养的设计学习的行动框架，旨在引导教师在教学中为学习者设计高质量的协作问题解决学习体验，从而助力学习者核心素养的发展。专著兼具教学研究和教学实操的综合性专著，能为教师在教学中落实核心素养的育人目标提供有力指导，从而服务于我国创新人才的培养。
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| 關於作者： |
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蔡慧英，华东师范大学博士毕业，青年副教授，主持多项省部级科研项目，曾获第三届”iTeach”全国大学生数字化教育应用创新大赛”优秀指导教师”称号，江苏省高等教育学会2019年度高等教育科学研究成果一等奖，还多次获得学校荣誉称号。
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| 目錄：
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第一部分 指向核心素养的学习设计理论建构
第一章 核心素养概述 ······································································3
第一节 核心素养的提出背景 ······································································3
一、社会结构变革对学习者核心素养培养提出新要求 ·································3
二、学习技术发展为培养学习者的核心素养提供支撑 ·································5
三、认知方式转变为培养学习者的核心素养奠定基础 ·································6
第二节 核心素养的概念内涵 ······································································7
一、OECD 的核心素养内涵 ··································································8
二、欧盟的核心素养内涵 ··································································.10
三、美国的核心素养内涵 ··································································.12
四、中国的核心素养内涵 ··································································.14
五、小结 ·······················································································.18
参考文献 ······························································································.19
第二章 指向核心素养的创新学习模式：协作问题解决的学习 ················.21
第一节 协作问题解决学习的内涵 ·····························································.21
一、基于问题解决的学习 ··································································.21
二、协作学习 ·················································································.23
三、协作问题解决学习 ·····································································.25
第二节 协作问题解决学习的特点 ·····························································.26
一、从过程阶段角度理解协作问题解决学习的特点 ·································.26
二、从活动功能角度理解协作问题解决学习的特点 ·································.29
第三节 协作问题解决学习在培养学习者核心素养方面的教育价值 ···················.33
一、助力优质知识结构的建构，促进核心素养的培养 ······························.33
二、助力高阶思维能力的发展，促进核心素养的培养 ······························.34
参考文献 ······························································································.36
第三章 指向核心素养的学习设计理论基础 ········································.39
第一节 指向核心素养的学习设计的基本理论 ··············································.39
一、大脑记忆系统中的认知架构 ·························································.40
二、基于认知架构的学习设计基本理论：认知负荷理论 ···························.45
第二节 指向核心素养的学习设计的指导原则 ··············································.47
一、设计学习目标，控制固有认知负荷 ················································.47
二、设计学习活动，优化额外认知负荷和相关认知负荷 ···························.49
三、设计学习干预，优化额外认知负荷和相关认知负荷 ···························.50
参考文献 ······························································································.52
第二部分 指向核心素养的学习设计行动框架
第四章 基于大概念的学习目标设计 ·················································.57
第一节 大概念的基本内容 ······································································.57
一、大概念的定义 ···········································································.57
二、大概念的特点 ···········································································.59
三、大概念的表现类型 ·····································································.60
四、大概念的表现层级 ·····································································.62
第二节 基于大概念的学习目标设计方法 ····················································.67
一、确定大概念的提取路径 ·······························································.68
二、确定大概念的知识结构 ·······························································.69
三、呈现大概念的表征方式 ·······························································.71
四、撰写基于大概念的学习目标 ·························································.73
参考文献 ······························································································.77
第五章 基于问题解决的学习活动设计 ··············································.79
第一节 问题解决的基本内容 ···································································.79
一、问题解决的定义 ········································································.79
二、问题解决的认知过程模型 ····························································.81
三、问题解决的图式理论 ··································································.87
第二节 基于问题解决的学习活动设计方法 ·················································.98
一、基于问题解决的学习活动设计思路 ················································.
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