Resource A: Concept-Based Curriculum Glossary of Terms
资源A：基于概念的课程术语表
- Concept: A mental construct that frames a set of examples sharing common attributes. Concepts are timeless, universal, abstract (to varying degrees), and have examples that share common attributes. Examples: cycles, diversity, interdependence, inequalities, text evidence, intent, endurance, vanishing point.
概念：一种心智建构，用于框定共享共同属性的一组实例。概念具有永恒性、普遍性、不同程度的抽象性，其实例具有共同属性。示例：周期、多样性、相互依存、不平等、文本证据、意图、耐力、消失点。
Conceptual Lens: A macroconcept (generally) that invites the learner to bring her or his personal intellect to the unit under study. The conceptual lens focuses the direction of the study and creates an intellectual synergy between the lower and higher processing centers in the brain to facilitate deep understanding and transfer.
概念视角（概念透镜）：一种宏观概念（通常），引导学习者将个人智力带入研究单元。概念视角聚焦研究方向，在大脑低级和高级处理中心之间建立智力协同，促进深度理解和迁移应用。Deductive Instruction: Instruction that shares a target generalization with students at the beginning of the lesson. Subsequent learning experiences focus on having students identify the facts or skills, often through inquiry, that support or prove the understanding.
演绎式教学：在课程开始时向学生明确目标概括的教学方式。后续学习体验通过探究等方式，重点引导学生识别支撑或证明理解的事实或技能。Generalization: Two or more concepts stated as a relationship. Also known as essential understandings, enduring understandings, or big ideas. Generalizations are conceptual understandings that transfer through time, across cultures, and across situations. They reflect the deeper, transferrable understandings associated with specific factual content or skills.
概括性理解（通则）：两个或更多概念之间的关系表述。亦称本质理解、持久理解或核心思想。概括性理解是跨越时间、文化和情境的可迁移概念认知，反映与具体事实内容或技能相关联的深层可迁移理解。Inductive Instruction: Instruction that requires students to examine, categorize, organize, and ask questions about patterns across examples and concepts in order to construct their own generalizations.
归纳式教学：要求学生通过考察、分类、组织和质疑实例与概念间的模式，自主构建概括性理解的教学方式。Integrated Thinking: The “meta-analysis” of factual information. When thinking is integrated, students see patterns and connections between the facts and generalizations that transfer through time, across cultures, and across situations. A conceptual lens, or conceptual question, facilitates integrated thinking.
整合性思维：对事实信息的"元分析"。当思维整合时，学生能够发现跨越时空、文化和情境的事实与概括性理解之间的模式和联系。概念视角或概念性问题可促进整合性思维。Interdisciplinary Curriculum: A curriculum unit in which a variety of disciplines contribute different dimensions of knowledge, skill, and understanding to an issue or problem under study. A conceptual lens ensures the integration of thinking as a result of the interdisciplinary connections.
跨学科课程：由多学科对研究议题或问题贡献不同维度知识、技能和理解的课程单元。概念视角确保通过跨学科连接实现思维整合。Intradisciplinary Curriculum: A single discipline curriculum unit with a conceptual lens providing focus for a topic. Thinking becomes integrated at the conceptual level as learners reach conceptual understanding supported by facts or skills.
学科内课程：以概念视角聚焦学科主题的单一学科课程单元。当学习者通过事实或技能支撑达到概念性理解时，思维在概念层面实现整合。Macroconcepts: The broadest, most abstract concepts that transfer across subject areas or organize more specific microconcepts within disciplines. Macroconcepts are often used as conceptual lenses for units of study to
develop breadth of knowledge in inter- and intradisciplinary contexts. Examples: interdependence, change, systems, power, intent, movement.
宏观概念：最宽泛、最抽象的可跨学科迁移概念，或在学科内组织具体微观概念的结构框架。常作为研究单元的概念视角，用于发展跨学科和学科内情境的知识广度。示例：相互依存、变化、系统、权力、意图、运动。Microconcepts or Subconcepts: The more specific concepts in a discipline. Students internalize these concepts, as well as their expanding relationships, through the grade levels to develop disciplinary depth. Examples: organism, proportion, migration, habitat, scarcity, mythology, voice.
微观概念（子概念）：学科内的具体概念。学生通过年级递进逐步内化这些概念及其扩展关系，发展学科深度。示例：生物体、比例、迁徙、栖息地、稀缺性、神话、声部。Principles: A generalization that is considered a foundational truth for a discipline. A principle does not use qualifiers, e.g., scientific laws (Newton's First Law of Motion)
原理：被视为学科基础真理的概括性陈述。原理不使用限定词，如科学定律（牛顿第一运动定律）。Structure of Knowledge: A visual representation between, on the one hand, topics and facts and, on the other, the concepts, generalizations or principles, and theories that are drawn from and supported by the factual foundation.
知识结构：表征主题/事实与概念/通则/原理/理论之间关系的可视化模型，显示后者源自并受事实基础支撑的逻辑关联。Structure of Process: A visual representation of the relationship of processes (and the components of a process) to concepts, generalizations or principles, and theories. Concepts are drawn from and supported by the essential processes, strategies, and skills found within the unit.
过程结构：表征过程（及其组成要素）与概念/通则/原理/理论之间关系的可视化模型。概念源自单元内的核心过程、策略和技能，并受其支撑。Lanning (2013) further defines the following components of the Structure of Process:
Processes are actions that produce results. A process is continuous and moves through stages during which inputs (materials, information, people's advice, time, etc.) may transform or change the way a process flows. A process defines what is to be done—for example, the writing process, the comprehension process, the research process, the respiratory process, and so on. Strategies may be thought of as the systematic plans learners consciously adapt and monitor to improve their learning performance. Strategies are complex because many skills are situated within a strategy.
Skills are the smaller operations or actions that are embedded in strategies and, when appropriately applied, “allow” the strategies to work.
兰宁（2013）进一步界定过程结构的组成要素：
过程是产生结果的行为集合，具有持续性和阶段性特征。输入要素（材料、信息、建议、时间等）可能改变流程方式。过程定义行为范畴，如写作过程、理解过程、研究过程、呼吸过程等。策略可视为学习者有意识采用和监控的系统性学习改进方案，具有复合性特征（包含多项技能）。技能是嵌入策略的具体操作或行为，恰当运用时可"激活"策略效能。Synergistic Thinking: A cognitive interplay between the factual and conceptual levels of thinking leading to deeper, transferable understanding and increased motivation for learning.
协同思维：事实层面与概念层面的认知交互作用，催生更深层、可迁移的理解，并增强学习动机。Theory: A supposition or set of conceptual ideas used to explain a phenomenon or practice.
理论：用于解释现象或实践的概念假设或概念集合。
