仲明亮

摘要“三学三萌”微课程倡导项目化学习方式，学生通过经历典型的项目学习过程，产生能体现具有成长意义的可物化的方案、報告、产品，习得可迁移的有意义的经验，促进他们动手动脑的协调发展。学生将学科学习的知识运用于实践，在活动过程中激发他们的主人翁意识，形成积极的学习态度并付诸行动，关键能力需要通过“做事”的项目来实现，而学会“做事”的过程离不开教师的指导。本文从项目学习的四个阶段来谈谈相应的指导策略。

关键词 “三学三萌” 项目化学习 指导策略

中图分类号：G424文献标识码：ADOI：10.16400/j.cnki.kjdk.2021.18.006

The Guiding Strategy of“Three Learning and Three Sprouting”Micro Course

ZHONG Mingliang

【Teaching and Research Center of Jiaxing Economic and Technological Development Zone（International Busi？ ness District）， Jiaxing， Zhejiang 314001】

Abstract： The "three learning andthree sprouting" micro curriculumadvocates project-basedlearning. Through the typical project-based learning process， students can produce materialized programs， reports and prod？ ucts that can reflect the significance of growth， acquire meaningful experience that can be transferred， and pro？ mote the coordinated development of their hands and minds. Students apply the knowledge of subject learning to practice， stimulate their sense of ownership in the process of activities， form a positive learning attitude and put it into action. The key ability needs to be realized through the project of "doing things"， and the process of learning to "do things" cannot do without the guidance of teachers. This article talks about the corresponding guidance strategy from the four stages of project learning.

Keywords： "three learning and three sprouting"； project learning； guiding strategy

“三学三萌”微课程倡导项目化学习方式，学生通过经历典型的项目学习过程，产生能体现具有成长意义的可物化的方案、报告、产品，习得可迁移的有意义的经验，促进他们动手动脑的协调发展。正如华东师范大学崔允漷教授所讲的，关键能力需要通过“做事”的项目来实现，而学会“做事”的过程离不开教师的指导。以下就从项目学习的四个阶段来谈谈相应的指导策略。

聚焦真实驱动性问题

案例一：定制个性哨子

在体育课上，学生对体育老师的哨子很感兴趣，他们发现哨子能吹出响亮的声音，由此引发思考：为什么哨子能吹出响亮的声音？学生找来很多哨子研究，又发现哨子的样式很单一、千篇一律，没有个性。经过讨论，大家围绕“如何制作能发声的有个性的哨子”这个驱动性问题，开启了一段“定制个性哨子”的探索之路。……