从“缺陷补给”到“素养生成”：基于未来能力图谱的在地化研学课程建构——以黑龙江省“未来少年”系列研学课程为例

[1] 钟秉林. 新时代劳动教育与研学实践融合发展的路径研究[J]. 教育研究, 2022.

[2] 陈向明. 质性研究方法与社会科学研究[M]. 教育科学出版社, 2019.

[3] 林崇德. 中国学生发展核心素养[J]. 北京师范大学学报(社会科学版), 2016(5): 1-13.

[4] 王晓燕, 冯莉, 李正福. 研学旅行的课程化设计与实施[J]. 课程·教材·教法, 2021, 41(3): 76-82.

[5] Duckworth, A. Grit: The Power of Passion and Perseverance[M]. Scribner, 2016.

[6] Frankl, V. E. Man‘s Search for Meaning[M]. Beacon Press, 2006.

[7] Kirschner, P. A., & De Bruyckere, P. The myths of the digital native and the multitasker[J]. Teaching and Teacher Education, 2017, 67: 135-142.

[8] Kolb, D. A. Experiential Learning: Experience as the Source of Learning and Development[M]. Prentice-Hall, 1984.

[9] La Greca, A. M., & Lopez, N. Social anxiety among adolescents[J]. Journal of Abnormal Child Psychology, 1998, 26(2): 83-94.

[10] Masten, A. S. Ordinary magic: Resilience processes in development[J]. American Psychologist, 2001, 56(3): 227-238.

[11] OECD. OECD Learning Compass 2030[R]. OECD Publishing, 2019.

[12] Stanfield, B. The Art of Focused Conversation[M]. New Society Publishers, 2000.

[13] Sunstein, C. R. #Republic: Divided Democracy in the Age of Social Media[M]. Princeton University Press, 2018.

[14] Twenge, J. M. iGen: Why Today‘s Super-Connected Kids Are Growing Up Less Rebellious and More Tolerant[M]. Atria Books, 2017.

[15] Valkenburg, P. M., Meier, A., & Beyens, I. Social media use and its impact on adolescent mental health[J]. Current Opinion in Psychology, 2022, 44: 58-63.

[16] Yeager, D. S., Johnson, R., Spitzer, B. J., et al. The far-reaching effects of believing people can change[J]. Journal of Personality and Social Psychology, 2014, 106(6): 867-884.