校本课程的个性建构
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摘要
校本课程开发是当前世界各国教育内容改革发展的共同趋势。在我国,构建
    符合我国国情和教育传统的三级课程体系不仅必要而且紧迫。本课题以校本课程
    开发为专门的研究领域,通过对时代中学校本课程研制以及相应实践的实证分
    析,试图对此展开全面而深入的剖析,进而探索我国基础教育课程管理体制改革
    的思路和对策。
    论文研究分为四部分:
    第一部分简要分析了校本课程实施的主要问题,梳理国内外有关校本课程研
    制、评价以及管理方面的文献,探索中外校本课程个性化建构的经验与启示,进
    而对校本课程开发产生原因进行分析。
    第二部分从历史和校本两个维度分析校本课程的必要性与可行性,明确校本
    课程的概念与内涵分析,并以此为基础进行校本课程个性化建构的理论探讨,为
    校本课程个性化建构的实践研究做好铺垫。
    第三部分是实践研究,系统介绍了上海市S中学校本课程开发的背景分析,
    分析了该校校本课程个性化建构的理论基础和理念定位,展示了该校校本课程个
    性建构的实践探索过程,提炼中心城区学校校本课程的个性特征:依据初中学生
    寄宿的特点,构建国家规定的课程、学校传统特色课程和发展学生个性特长相结
    合的课程体系。
    第四部分总结S中学校本课程改革的基本经验,认为构建校本课程应把适应
    时代的发展作为构建个性化校本课程的出发点,同时,校本课程开发要考虑教师
    的实际,注意教师参与课程发展的困难与局限。另外,校本课程开发所需要的条
    件及合作探究即校本课程开发的理念。
In our educational reform, by and by the world accept school-based curriculum (SBC) as a certain modem tendency for the same teaching aim. In our country, it's not only necessary but also imminent to construct a three-level curriculum administration system based on our national reality and educational tradition. According to the example of S-school, this research will pay main attention to SBC and find out the correct way and counterplan of curriculum administration system reform. This thesis is divided into four parts:
    In the first part, we analyzed the key problem in curriculum practice, and combed domestic and international experience about curriculum development, evaluation and management, and investigated the personalized construction of curriculum in Chinese and Foreign school, then analyzed the reason that SBC are produced.
    The second part analyzed the necessity and possibility of SBC in the
    view of history and school-based. Then we discussed the theories of personalized construction of SBC.This act as the foundation of the practical research about the personalized construction of SBC.
    The third part is practical research. In this part, we systematically introduced the background of SBC in S-School, analyzed the theories and principle which the school's personalized SBC is based on. What's more important, here we display the constructing process of the school personalized SBC and refine the characteristic of the personalized SBC of schools in central cities.
    In the fourth part, the essential experience in the curriculum reform of S-school has been summarized. It is considered that, to establish our SBC , we should adapt to the new development of our society and take it as the starting point of our reform as well. Meanwhile, the teachers actual situation, their difficulty and limit in participating the curriculum development should be paid attention to when we are exploring the SBC. The conditions and co-operation needed to explore the SBC is its theory.
引文
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