發(fā)布時間：2018-04-25 06:53

  本文選題：課程實施 + 忠實取向�。� 參考：《教育理論與實踐》2017年10期

【摘要】：我國基礎(chǔ)教育領(lǐng)域中忠實課程實施取向經(jīng)歷了擁護—否定—再發(fā)展的二次轉(zhuǎn)折。在"后課改"時代,課程實施的忠實行為再度得到認可,但忠實的對象與忠實的內(nèi)容都發(fā)生了變化。忠實取向再度受到認可的主要原因是:現(xiàn)實中存在的科層制式高控制管理、部分教師參與課改的意愿不強、部分教師素質(zhì)不高以及優(yōu)秀教師課程方案的大量涌出。為適應(yīng)這種變化,需要選擇更多的區(qū)域內(nèi)優(yōu)秀課程方案,配套相應(yīng)的管理制度,激發(fā)教師參與新課改的內(nèi)驅(qū)力。
[Abstract]:The orientation of faithful curriculum implementation in the field of basic education in China has experienced a second turn of support-negation-redevelopment. In the era of "post-curriculum reform", the faithful behavior of curriculum implementation has been recognized again, but the faithful object and content have changed. The main reasons why the loyalty orientation is recognized again are the high control management of the subject level system in reality, the lack of willingness of some teachers to participate in the curriculum reform, the low quality of some teachers and the emergence of a large number of excellent teachers' curriculum plans. In order to adapt to this kind of change, it is necessary to select more excellent curriculum schemes in the region, to support the corresponding management system, and to stimulate teachers' drive to participate in the new curriculum reform.
【作者單位】： 東北師范大學(xué)教育學(xué)部;
【基金】：全國社會科學(xué)基金項目“農(nóng)村社區(qū)兒童服務(wù)現(xiàn)狀與質(zhì)量保障機制研究”(項目批準號:15BSH129)的階段性研究成果
【分類號】：G423
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本文編號：1800234