新课程三维目标整合的KAPO模型

新课程三维目标体系为我国基础教育克服认知教育与情感教育分离的状况提供了观念和制度上的支持,对于培养认知与情感和谐发展的创新型人才具有重要的意义。然而,三维目标的提出并没有使认知教育与情感教育分离的状况得到立竿见影的改变。究其原因,一方面,在理论层面,对三维目标的内涵和外延还存在着一些有争议的、没有厘清的观点;另一方面,在实践层面,也存在着许多认识上的误区,影响着三维目标的有效落实。从认知心理学的广义知识观和学科知识的教育价值两个角度综合来看,三维目标既相互区分,又相互依存、相互支持,构成了一种多向的、非线性的关系。加涅关于教学事件的研究为三维目标整合的可能性提供了实践模型,而当代复杂性理论则为三维目标整合的必要性提供了理论支持,以此基础建立的三维目标整合的KAPO模型打破了加在三维目标整合上的限制条件,有利于教师精心设计教学事件,有效实现三维目标整合,将认知教育与情感教育有机地结合起来。

KAPO Model in the Integration of Three-dimension Objectives

Providing a conceptual and institutional support to overcome the dissociation of cognitive factors and affective factors in the basic education of China,the framework of three-dimension objectives plays an important role in cultivating creative talents whose cognitive factors and affective factors develop harmoniously.However,the dissociation of cognitive factors and affective factors in basic education did not bring an immediate change.Why？ To theory extent,there are several disputed and indistinct connotation and denotation of three-dimension objectives;to practice extent,there are a lot of mistakes during the statement of three-dimension objectives,affecting its implementation.Judging from the broad sense of knowledge conception and the educational value of content knowledge,three dimensions of objective are connected and supported each other,regardless of the clear dividing lines among them.R.M.Gagne＇s research on teaching events provided a practical model for the feasibility of integrating three-dimension objectives,on the other hand,modern complexity theory provided theoretical support for the necessity of integrating the three-dimension objectives.On the basis of these theories,KAPO model can break the restricts in the integration of three-dimension objectives,help teachers to integrate the three-dimension objectives in their instructional activities,promote the integration of cognitive factors and affective factors to combine cognitive education and affective education effectively.