基于统整理念的学校课程构建
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摘要
本文提出了课程统整是从狭义分科课程走向课程与组织文化统整同建的理念,使分割、分立、分散的学习内容,按照概念、方法、主题、任务等线索,进行并列的、关联的、融合的统筹与整合,从而在学科内、学科间、领域间形成开放型的、有机联结的、整体协调的、平衡稳定的、持续发展的课程生态系统。进而,基于满足社会和学生的未来发展需求,破解课程结构杂乱和低效的难题,助推教师专业成熟和综合化成长等当代价值取向,系统建构了包含课程统整方式、范围、程度的学校课程统整三维度样态模型,在学校课程体系层面和科目层面上,结合具体示例展示了多维度的课程统整设计方案。本文还从流程化管理和一体化支持方面全面介绍了统整课程体系的管理支持系统,为实现高效能的学校统整课程构建提供了保障。
This paper puts forward the idea that curriculum integration is from narrow branch curriculum to integration of curriculum and organizational culture. It makes the divided, separated and scattered learning contents carry out parallel, related integration according to concepts, methods, themes, tasks and other clues, thus forming an open, organically linked, overall coordinated, balanced, stable and sustainable development curriculum ecosystem within disciplines, between disciplines and between fields. Furthermore, based on meeting the needs of the future development of society and human beings, solving the problems of disordered and inefficient curriculum structure, promoting teachers' professional maturity and comprehensive growth and other objectives, a three-dimensional model of school curriculum integration including curriculum integration mode, scope and degree is systematically constructed. This paper also shows a multi-dimensional curriculum integration design scheme at the school curriculum system level and subject level with specific examples. At the level of school curriculum system and subject, a multi-dimensional curriculum integration design scheme is shown with specific examples. This paper also comprehensively introduces the management support system of the integrated curriculum system from the aspects of process management and integrated support, which provides a guarantee for the realization of high-performance integrated curriculum construction in schools.
This paper puts forward the idea that curriculum integration is from narrow branch curriculum to integration of curriculum and organizational culture. It makes the divided, separated and scattered learning contents carry out parallel, related integration according to concepts, methods, themes, tasks and other clues, thus forming an open, organically linked, overall coordinated, balanced, stable and sustainable development curriculum ecosystem within disciplines, between disciplines and between fields. Furthermore, based on meeting the needs of the future development of society and human beings, solving the problems of disordered and inefficient curriculum structure, promoting teachers' professional maturity and comprehensive growth and other objectives, a three-dimensional model of school curriculum integration including curriculum integration mode, scope and degree is systematically constructed. This paper also shows a multi-dimensional curriculum integration design scheme at the school curriculum system level and subject level with specific examples. At the level of school curriculum system and subject, a multi-dimensional curriculum integration design scheme is shown with specific examples. This paper also comprehensively introduces the management support system of the integrated curriculum system from the aspects of process management and integrated support, which provides a guarantee for the realization of high-performance integrated curriculum construction in schools.
引文
[1] 万伟.学校课程建设视野中的课程统整[J].课程·教材·教法,2017(7):18-23.
[2] 刘小红.论埃德加·莫兰的复杂性思想[D].南京:南京林业大学,2009.
[3] Wolfinger,D.M.&Stockard,Jr.J.W.Elementary Methods:An Integrated Curriculum[M].NewYork:Longman,1997:103.
[4] 张欣.课程统整的操作模式研究[D].重庆:西南大学,2015.
[5] 王国明.不分级小学教育思想探析[J].中国教师,2011,(3):75-76+80.
[6] 刘登珲.詹姆斯·比恩课程统整思想研究[J].全球教育展望,2017,(4):30-39.
[7] 蔡清田.“领域/科目核心素养”课程统整设计模式研究[J].教育参考,2017,(1):28-37.
[8] 黄甫全.整合课程与课程整合论[J].课程·教材·教法,1996,(10):6-11.
[9] 戴国洪.论教学内容和课程体系改革中的课程整合[J].江苏高教,1999,(4):52-53.
[10] 李玉珠.学科课程整合的实践探索、问题及思考[D].北京:首都师范大学,2007.
[2] 刘小红.论埃德加·莫兰的复杂性思想[D].南京:南京林业大学,2009.
[3] Wolfinger,D.M.&Stockard,Jr.J.W.Elementary Methods:An Integrated Curriculum[M].NewYork:Longman,1997:103.
[4] 张欣.课程统整的操作模式研究[D].重庆:西南大学,2015.
[5] 王国明.不分级小学教育思想探析[J].中国教师,2011,(3):75-76+80.
[6] 刘登珲.詹姆斯·比恩课程统整思想研究[J].全球教育展望,2017,(4):30-39.
[7] 蔡清田.“领域/科目核心素养”课程统整设计模式研究[J].教育参考,2017,(1):28-37.
[8] 黄甫全.整合课程与课程整合论[J].课程·教材·教法,1996,(10):6-11.
[9] 戴国洪.论教学内容和课程体系改革中的课程整合[J].江苏高教,1999,(4):52-53.
[10] 李玉珠.学科课程整合的实践探索、问题及思考[D].北京:首都师范大学,2007.