我国基础教育课程改革与发展70年
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摘要
70年来,我国基础教育课程改革经历了改造与创建、自主与迷失、巩固与调整、转型与深化四个发展阶段,其总体特征是在统一性前提下的多样性追求,具体表现为课程管理在国家集权框架内尝试分权,课程目标在社会主义方向上追寻时代人才,课程内容在以学术性课程为主体的基础上努力开发经验性课程,课程实施在讲授式的主渠道中探索情境化教学,课程评价在甄别性评价的背景下构建发展性评价。中庸思想、本土立场、实践态度、时代色彩是决定我国基础教育课程改革与发展路径与特征表现的内在逻辑,正是它们在不同层面上的综合作用使我国基础教育课程改革既一脉相承又表现各异。未来我国基础教育课程改革仍将在统一性和多样性的辩证探索中,努力构建更加符合我国文化传统和当代国情的基础教育课程体系。
Over the past 70 years, the reform of the basic education curriculum in China has undergone four stages: transformation and creation, independence and loss, consolidation and adjustment, transition and deepening. Its general feature is the pursuit of diversity under the premise of unity. Specifically, the curriculum management tries to decentralize within the framework of national centralization; the curriculum objectives pursue talents in the socialist direction; the curriculum content strives to develop empirical curriculum on the basis in which academic curriculum is the main body; the curriculum implementation explores situational teaching in the main channel of lecturing; the curriculum evaluation builds the structure of developmental evaluation in the context of discriminatory evaluation. The doctrine of the mean thought, the standpoint of localization, the practical attitude, and the time features are the internal logic that determines the development path and characteristics of the basic education curriculum reform in China. It is their comprehensive functions at different levels that make the reform not only comes down in one continuous line, but also shows varied manifestations. In the future, the reform of the basic education curriculum in China will strive to dialectically explore the relationship between unity and diversity and build a basic education curriculum system that is more consistent with China's cultural traditions and contemporary national conditions.
Over the past 70 years, the reform of the basic education curriculum in China has undergone four stages: transformation and creation, independence and loss, consolidation and adjustment, transition and deepening. Its general feature is the pursuit of diversity under the premise of unity. Specifically, the curriculum management tries to decentralize within the framework of national centralization; the curriculum objectives pursue talents in the socialist direction; the curriculum content strives to develop empirical curriculum on the basis in which academic curriculum is the main body; the curriculum implementation explores situational teaching in the main channel of lecturing; the curriculum evaluation builds the structure of developmental evaluation in the context of discriminatory evaluation. The doctrine of the mean thought, the standpoint of localization, the practical attitude, and the time features are the internal logic that determines the development path and characteristics of the basic education curriculum reform in China. It is their comprehensive functions at different levels that make the reform not only comes down in one continuous line, but also shows varied manifestations. In the future, the reform of the basic education curriculum in China will strive to dialectically explore the relationship between unity and diversity and build a basic education curriculum system that is more consistent with China's cultural traditions and contemporary national conditions.
引文
[1]张建文.基础教育课程史论[M].北京:人民出版社,2011.
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[16]王健.当代课程改革的合理性审视:基于“中庸理性”观[J].教育发展研究,2008(22):16-20.
[17]王本陆.论中国国情与课程改革[J].北京师范大学学报(社会科学版),2006(4):18-27.
[2]何东昌.中华人民共和国重要教育文献(1949—1997)[G].海口:海南出版社,1998.
[3]《中国教育年鉴》编辑部.中国教育年鉴(1949—1981)[G].北京:中国大百科全书出版社,1984.
[4]彭泽平.嬗变与超越——中华人民共和国基础教育课程改革史[M].北京:华龄出版社,2006.
[5]何东昌.中华人民共和国重要教育文献(1998—2002)[G].海口:海南出版社,2003.
[6]钟启泉,有宝华.发霉的奶酪——《认真对待“轻视知识”的教育思潮》读后感[J].全球教育展望,2004(10):3-7.
[7]王策三.认真对待“轻视知识”的教育思潮——再评由“应试教育”向素质教育转轨提法的讨论[J].北京大学教育评论,2004(3):5-23.
[8]柯政.从整齐划一到多样性选择:改革开放40年中国课程改革之路[J].全球教育展望,2018(3):3-18.
[9]课程教材研究所.20世纪中国中小学课程标准·教学大纲汇编:课程(教学)计划卷[G].北京:人民教育出版社,2001.
[10]教育部.义务教育课程设置方案[OB/OL].http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s7054/201403/xxgk_166076.html.
[11]教育部.普通高中课程方案(2017年版)[S].北京:人民教育出版社,2018:1.
[12]崔允漷,柯政,林一钢.我国普通高中课程计划的历史演变[J].教育研究,2004(1):86-91.
[13]课程教材研究所.20世纪中国中小学课程标准·教学大纲汇编:语文卷[G].北京:人民教育出版社,2001:68.
[14]课程教材研究所.20世纪中小学课程标准·教学大纲汇编:数学卷[G].北京:人民教育出版社,2001:438.
[15]袁玉立.尚中、中道、中庸:自古就有的普遍观念[J].学术界,2014(12):152-161.
[16]王健.当代课程改革的合理性审视:基于“中庸理性”观[J].教育发展研究,2008(22):16-20.
[17]王本陆.论中国国情与课程改革[J].北京师范大学学报(社会科学版),2006(4):18-27.