乡村振兴战略下乡土课程开发的价值取向与路径选择
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摘要
乡土课程作为乡土文化的承载体肩负着乡村振兴的使命。乡土课程在学校课程中不仅对乡土文化传承、学生乡土意识培养、乡土认同以及乡村建设有着举足轻重的作用,而且是乡村振兴战略的路径选择。在课程开发方案设计上要具体可操作,保障乡土教育目标实现;在内容上要挖掘优秀传统文化,与现代文化相结合;在实施上要转变传统管理观念,培养乡土教育的师资;在评价上要注重全面多样性,建立可持续的评价机制。
As a carrier of local culture, the local curriculum shoulders the mission of rural rejuvenation. In the school curriculum, the local curriculum plays an important role not only in the inheritance of local culture, the cultivation of students’ local consciousness, the identification of local people and the construction of the countryside,but also it is the very path choice of the rural revitalization strategy. In the course development, it is necessary to be specific in the program to ensure the realization of the goal of local education, to tap the excellent traditional culture in the content, to combine with modern culture, to transform the traditional management concept and to cultivate the teachers of local education in the implementation. We should also focus on comprehensive diversity and build sustainable evaluation mechanisms.
As a carrier of local culture, the local curriculum shoulders the mission of rural rejuvenation. In the school curriculum, the local curriculum plays an important role not only in the inheritance of local culture, the cultivation of students’ local consciousness, the identification of local people and the construction of the countryside,but also it is the very path choice of the rural revitalization strategy. In the course development, it is necessary to be specific in the program to ensure the realization of the goal of local education, to tap the excellent traditional culture in the content, to combine with modern culture, to transform the traditional management concept and to cultivate the teachers of local education in the implementation. We should also focus on comprehensive diversity and build sustainable evaluation mechanisms.
引文
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[3]梁漱溟.乡村建设理论[M].上海:上海人民出版社,2005:184-186.
[4]李长娟,王珏璟,赵准胜.乡村学校教育视域下乡土文化的断裂与传承[J].教学与管理,2016,(15):5-8.
[5]刘铁芳.回归乡土的课程设计:乡村教育重建的课程策略[J].现代大学教育,2010,(6):13-18.
[6]纪德奎,刘灵鸽.乡土文化教育开发:模式与流程[J].当代教育与文化,2018,(1):20-27.
[7]杨兰.构建乡土教育课程促进乡村文明回归——以贵州长顺县乡土教育实践为例[J].教育发展研究,2013,(15):57-61.
[8]张业强.以中小学课堂为基地构建乡土教育体系[J].贵州师范大学学报(社会科学版),2013,(2):142-145.
[2]瞿振元.全面实施素质教育推进高等教育现代化[J].重庆高教研究,2016,(5):3-6.
[3]梁漱溟.乡村建设理论[M].上海:上海人民出版社,2005:184-186.
[4]李长娟,王珏璟,赵准胜.乡村学校教育视域下乡土文化的断裂与传承[J].教学与管理,2016,(15):5-8.
[5]刘铁芳.回归乡土的课程设计:乡村教育重建的课程策略[J].现代大学教育,2010,(6):13-18.
[6]纪德奎,刘灵鸽.乡土文化教育开发:模式与流程[J].当代教育与文化,2018,(1):20-27.
[7]杨兰.构建乡土教育课程促进乡村文明回归——以贵州长顺县乡土教育实践为例[J].教育发展研究,2013,(15):57-61.
[8]张业强.以中小学课堂为基地构建乡土教育体系[J].贵州师范大学学报(社会科学版),2013,(2):142-145.