【摘要】：課程監(jiān)控可以有效地為基礎(chǔ)教育改革服務(wù),而教學(xué)研究室作為基礎(chǔ)教育改革的一個(gè)重要支持系統(tǒng),對其監(jiān)控職能卻缺乏系統(tǒng)研究。從歷史層面來看,"外控型"的教研制度使教學(xué)研究室的監(jiān)控職能重于監(jiān)督,疏于指導(dǎo)與服務(wù)。在課程實(shí)施層面,教學(xué)研究室通過聽評課、教學(xué)業(yè)務(wù)管理、教育教學(xué)研究、教研活動四個(gè)途徑實(shí)施監(jiān)控職責(zé),但在運(yùn)行過程中卻呈現(xiàn)行政化傾向。針對此問題,教學(xué)研究室應(yīng)重新定位為:地方課程研發(fā)中心、教學(xué)業(yè)務(wù)的管理者、政策制定的參謀者、教師專業(yè)發(fā)展的促進(jìn)者。為了更好地服務(wù)于基礎(chǔ)教育改革,教學(xué)研究室需要建立一個(gè)長效的監(jiān)控機(jī)制以保證監(jiān)控的實(shí)施成效。
[Abstract]:Curriculum monitoring can effectively serve the reform of basic education, but as an important support system for the reform of basic education, the teaching research room lacks systematic research on its monitoring function. From the historical point of view, the teaching and research system of "external control" makes the monitoring function of the teaching and research room more important than supervision, neglecting guidance and service. At the level of curriculum implementation, the teaching research room carries out the monitoring responsibility through four ways: listening to and evaluating lessons, teaching business management, educational and teaching research, and teaching and research activities, but presents the tendency of administration in the course of operation. In order to solve this problem, the teaching research room should be repositioned as: the local curriculum research and development center, the manager of teaching business, the staff of policy making, and the promoter of teachers' professional development. In order to better serve the reform of basic education, the teaching research room needs to establish a long-term monitoring mechanism to ensure the effectiveness of the monitoring.
【作者單位】： 徐州幼兒師范高等專科學(xué)校;江蘇師范大學(xué)教育科學(xué)院;
【基金】：教育部人文社科課題“課程變革視域下的課程監(jiān)控機(jī)制研究”(課題批準(zhǔn)號:10YJC880019)的階段性研究成果
【分類號】：G637.3

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