基于新课标的高师地理课程设置研究
摘要
世纪交替之际,中国开始了新一轮基础教育课程改革。新课程目标的多元化、课程结构的多样化、课程内容的时代性、课程实施的灵活性、课程评价的发展性是对传统课程理念的根本性变革,对中学教师的教育理念、知识结构、授课技能、人文素养等诸方面提出了更高要求。对我国当前的高师教育带来了强烈的冲击和挑战。师范教育作为我国教育事业的工作母机,已经不能适应新课改对教师的专业化要求。因此,高师课程改革势在必行,其中课程设置改革是核心。
本文主要采用文献研究法、问卷调查法、访谈法和经验总结等教育研究方法,借鉴国外课程改革的发展趋势对我国高师地理课程设置改革进行了研究。
论文由五部分组成,第一部分分析了高师地理课程改革的背景,通过对基础教育课程改革及教师专业化理论的综述,阐明了研究高师地理课程设置改革的现实意义。在此基础上呈现了本文的研究思路。第二部分具体论述了课程改革的理论基础,包括结构功能的理论、建构主义课程理论、整体性课程结构观、教师专业化的知识结构理论和杜威的“从做中学”理论,为高师地理课程改革提供了理论依据。第三部分,详细分析了地理新课程改革的目标、理念及新视点,在对地理新课标进行解读的基础上,对《教学大纲》和《课标》在课程理念、课程内容、课程结构等方面进行了比较,进一步分析了新课标对地理教师的专业诉求。第四部分实证调查和分析。通过对高师毕业实习生、中学地理教师的问卷调查,结合我国部分高师院校(华中师大、淮阴师范、华南师大、曲阜师大)地理课程设置情况的统计,分析了我国高师地理课程的存在的问题:课程观念方面,重学术性轻师范性、重理论性轻现实性、重经典理论轻现代科学知识;课程内容方面,一定程度上存在陈旧、重复,知识结构单一等问题;课程结构方面,地理学科专业课程比例过大,公共基础课程、教育类课程比例偏低,学科专业课程设置过剩、过专,选修课比例较低,实践类、教育类课程少,教育实习时间短等。整个课程体系缺乏灵活性和弹性。依据以上分析,在与国外地理课程设置进行对比的基础上,第五部分指出高师地理课程设置改革的必要性,并提出高师地理课程设置的建议:创新课程目标、优化课程结构、更新课程内容、建立特色精品课程。最后是本文的结论部分。
The new curriculum reform of basic education begins in china at the end of 20th century. The reform that disparate curriculum object, various curriculum structure, modern curriculum content, flexible curriculum implementation and developing curriculum estimation is a fundmental change to traditional curriculum theory Meanwhile, more newer and higher demands are being put forward for teachers in regard to teaching views, knowledge structure, basic teaching skills and humanity qualities etc. Basic education reform brings strongly impact and challenges to present teacher education. As the machine run tool of educational work , teacher education can not adapt to the specialization requirements of teachers, so the reform of normal universities must be carried out and the core is curriculum-set reform.
By using the methods of document summary method, questionnaire investigation, interviewing , experience summary method and drawing lessons from the developing tendency of education-reform outside china, the paper makes a research on curriculum-set reform of geography in normal universities.
The paper consists of five parts.The first part analyses the background and the realistic significance of curriculum-set reform of geography in normal universities by the review of curriculum reform of basic education and theories of teacher specialization. Above which, it brings out the research route.The second part elaborates the theoretical basis of the reform clearly. The third part conveys a detailed analysis on the characteristic of new curriculum reform of basic education. Through the interpretation of the new curriculum standard.This part presents the differences between the geography teaching syllabus and new curriculum standard in the aspects such as curriculum idea, curriculum content, curriculum sturcture. And then further analyzes the appeals for the teacher specialization from new curriculum reform. The forth part is the positive analysis about the present situation of geography curriculum in normal universities. The problems: From the point of curriculum concept, it emphasizes on researching not teaching, emphasizes on theory not reality, emphasizes on classical theory not modern scientific knowledge; From the view of curriculum content, the content is old、repeated and the structure of the knowledge is dull; From the view of curriculum-structure, the proportion of the major curriculums is too high, but that of the public curriculums and education curriculums is opposite ,the major and required curriculums are much more than optional curriculums. The whole curriculum system lacks of flexibility and elasticity. On the base of the four parts above and comparison with foreign geography curriculum-set reform, the fifth part puts forward the necessities and suggestions of the curriculum-set reform of geography in normal universities. The suggestions include that Innovate curriculum objectives, perfect the curriculum structure, renew curriculum content and make top quality courses. The lastis the conclusion of the research.
本文主要采用文献研究法、问卷调查法、访谈法和经验总结等教育研究方法,借鉴国外课程改革的发展趋势对我国高师地理课程设置改革进行了研究。
论文由五部分组成,第一部分分析了高师地理课程改革的背景,通过对基础教育课程改革及教师专业化理论的综述,阐明了研究高师地理课程设置改革的现实意义。在此基础上呈现了本文的研究思路。第二部分具体论述了课程改革的理论基础,包括结构功能的理论、建构主义课程理论、整体性课程结构观、教师专业化的知识结构理论和杜威的“从做中学”理论,为高师地理课程改革提供了理论依据。第三部分,详细分析了地理新课程改革的目标、理念及新视点,在对地理新课标进行解读的基础上,对《教学大纲》和《课标》在课程理念、课程内容、课程结构等方面进行了比较,进一步分析了新课标对地理教师的专业诉求。第四部分实证调查和分析。通过对高师毕业实习生、中学地理教师的问卷调查,结合我国部分高师院校(华中师大、淮阴师范、华南师大、曲阜师大)地理课程设置情况的统计,分析了我国高师地理课程的存在的问题:课程观念方面,重学术性轻师范性、重理论性轻现实性、重经典理论轻现代科学知识;课程内容方面,一定程度上存在陈旧、重复,知识结构单一等问题;课程结构方面,地理学科专业课程比例过大,公共基础课程、教育类课程比例偏低,学科专业课程设置过剩、过专,选修课比例较低,实践类、教育类课程少,教育实习时间短等。整个课程体系缺乏灵活性和弹性。依据以上分析,在与国外地理课程设置进行对比的基础上,第五部分指出高师地理课程设置改革的必要性,并提出高师地理课程设置的建议:创新课程目标、优化课程结构、更新课程内容、建立特色精品课程。最后是本文的结论部分。
The new curriculum reform of basic education begins in china at the end of 20th century. The reform that disparate curriculum object, various curriculum structure, modern curriculum content, flexible curriculum implementation and developing curriculum estimation is a fundmental change to traditional curriculum theory Meanwhile, more newer and higher demands are being put forward for teachers in regard to teaching views, knowledge structure, basic teaching skills and humanity qualities etc. Basic education reform brings strongly impact and challenges to present teacher education. As the machine run tool of educational work , teacher education can not adapt to the specialization requirements of teachers, so the reform of normal universities must be carried out and the core is curriculum-set reform.
By using the methods of document summary method, questionnaire investigation, interviewing , experience summary method and drawing lessons from the developing tendency of education-reform outside china, the paper makes a research on curriculum-set reform of geography in normal universities.
The paper consists of five parts.The first part analyses the background and the realistic significance of curriculum-set reform of geography in normal universities by the review of curriculum reform of basic education and theories of teacher specialization. Above which, it brings out the research route.The second part elaborates the theoretical basis of the reform clearly. The third part conveys a detailed analysis on the characteristic of new curriculum reform of basic education. Through the interpretation of the new curriculum standard.This part presents the differences between the geography teaching syllabus and new curriculum standard in the aspects such as curriculum idea, curriculum content, curriculum sturcture. And then further analyzes the appeals for the teacher specialization from new curriculum reform. The forth part is the positive analysis about the present situation of geography curriculum in normal universities. The problems: From the point of curriculum concept, it emphasizes on researching not teaching, emphasizes on theory not reality, emphasizes on classical theory not modern scientific knowledge; From the view of curriculum content, the content is old、repeated and the structure of the knowledge is dull; From the view of curriculum-structure, the proportion of the major curriculums is too high, but that of the public curriculums and education curriculums is opposite ,the major and required curriculums are much more than optional curriculums. The whole curriculum system lacks of flexibility and elasticity. On the base of the four parts above and comparison with foreign geography curriculum-set reform, the fifth part puts forward the necessities and suggestions of the curriculum-set reform of geography in normal universities. The suggestions include that Innovate curriculum objectives, perfect the curriculum structure, renew curriculum content and make top quality courses. The lastis the conclusion of the research.
引文
[1]李国庆,张正锋.论高等师范院校的师范性[J].教育研究,2002,(8):66-69.
[2]卫杰文等.中学地理教师手册[M].上海:上海教育出版社,1984.17.
[3]张超,段玉山.地理教育展望[M].上海:华东师范大学出版社,2002.17-19.
[4]陈龙飞.可持续发展思想与中学地理教学[M].济南:山东教育出版社,2001.2.
[5]赵金平.关于高中阶段开发校本课程的思考[A];江苏省教育学会2006年年会论文集(综合二专辑)[C].2006.
[6]朱慕杰.走进新课程[M].北京:北京师范大学出版社,2002.208.
[7]叶澜.教师角色与教师发展新探[M].北京:教育科学出版社,2001.226.
[8]李捷.教师职业专业化与我国师范教育[J].天津师大学报(社科),2001,(2):75-78.
[9]黄伟娣.教师职业属性与高师教育专业化[J].杭州师院学报(人文社科),2001,(2):107.
[10]陈永明.现代教师论[M].上海:上海教育出版社,1999.190.
[11]罗尧成.中国大学课程结构改革研究[D].湖南:中南大学,2002.
[12]张正锋.教师专业化与高师课程体系改革[D].陕西:陕西师范大学,2003.
[13]辛涛,申继亮,林崇德.从教师的知识结构看师范教育的改革[J].高等师范教育研究,1999,(6):12-17.
[14]Carr,David.Professionalism and Ethics in Teaching[M].London And New York:Routledge.2000.23.
[15]Anderson,Lorin.W.International Encyclopedia of Teaching and Teacher Education.New York:Pergam on.1995.13.
[16]饶见维.教师专业发展—理论与业务[M].台北:台湾五南图书出版公司,1989.156-159.
[17]黄崴.论教育学类专业模式的改进[J].课程·教材·教法,1990,(10):46.
[18]郑治国.从杜威的“做中学”看现代教育[J].江西教育,2004,(3):25.
[19]钟启泉.现代课程论[M].上海:上海教育出版社,1984:17
[20]郭晓明.从基础教育课程改革看我国高师教育改革[J].高等师范教育研究,2001,13(4):13-17.
[21]全广东.基础教育课程改革与高师教育应对策略[J].河南师范大学学报(哲学社会科学版),2002,29(4):107.
[22]胡铁.对研究性学习课程的几点认识[J].教育探索,2003,(1):33-34.
[23]钟启泉,崔允淳,张华.为了中华民族的复兴,为了每位学生的发展——《基础教育课程改革纲要(试行)》解读[M].上海:华东师范大学出版社,2001.428-430.
[24]陈立新.立足能力培养,创新教学过程[J].地理教学,2002,(1):14.
[25]涂德.教学心理实践[M].北京:学苑出版社,2002.131.
[26]彭小虎.高等师范课程比较研究与我国师范课程体系的建构[J].高等师范教育研究,2000,12(5):62-67.
[27]薛赛男.发达国家教师教育课程设置的特点及启示[J].世界教育信息,2006,(10):30-31.
[28]熊平生.基于新课标之高师地理教育课程体系和教学内容改革[J].绵阳师范学院学报,2007,(26):100-103.
[29]李其龙,陈永明.教师教育课程的国际比较[M]北京:教育科学出版社,2003.195-210.
[30]王树声,钟作慈.树立面向21世纪的地理教育观[J].中学地理教学参考,1996,(56):8.
[31]李文吴,陈贻汉,黄桂玉.地理学基础教材体系—教学内容改革初探[J].大学地理,2001,(1):52.
[32]江敏,彭大伟.浅谈中学地理教材变化对高师地理专业课程改革的影响[J].临沂师范学院学报,2001,(6):109-111.
[33]董玉祥.英国高校地理学科专业课程体系的设置及其启示[J].高等理科教育,2000.(4):39-43.
[34]周旗.高师地理科学专业课程建设对基础地理教育改革的响应研究[J].南阳师范学院学报,2006,(5):12.
[35]李显卿、张跃华.我国高等师范院校课程设置改革的思路[J].锦州师范学院学报(哲社版).1996,(3):46.
[36]苏真.比较师范教育[M].北京:北京师范大学出版社,1991:381-384.
[37]薛秋.高师地理实践教学改革与创新的几点思考[J].地理教育,2006,(3):75-76.
[38]孟娟.高等师范院校生物科学课程设置的初步研究[D].湖北:华中师范大学,2003.
[39]罗尧成,李利平.发达国家大学课程结构改革:背景、动向及启示[J].现代教育科学,2005,(1):39-42.
[40]杨骞.高师课程改革的新发展:学科教育系列课程的建构[J].中国高教研究,1998.(4):54.
[2]卫杰文等.中学地理教师手册[M].上海:上海教育出版社,1984.17.
[3]张超,段玉山.地理教育展望[M].上海:华东师范大学出版社,2002.17-19.
[4]陈龙飞.可持续发展思想与中学地理教学[M].济南:山东教育出版社,2001.2.
[5]赵金平.关于高中阶段开发校本课程的思考[A];江苏省教育学会2006年年会论文集(综合二专辑)[C].2006.
[6]朱慕杰.走进新课程[M].北京:北京师范大学出版社,2002.208.
[7]叶澜.教师角色与教师发展新探[M].北京:教育科学出版社,2001.226.
[8]李捷.教师职业专业化与我国师范教育[J].天津师大学报(社科),2001,(2):75-78.
[9]黄伟娣.教师职业属性与高师教育专业化[J].杭州师院学报(人文社科),2001,(2):107.
[10]陈永明.现代教师论[M].上海:上海教育出版社,1999.190.
[11]罗尧成.中国大学课程结构改革研究[D].湖南:中南大学,2002.
[12]张正锋.教师专业化与高师课程体系改革[D].陕西:陕西师范大学,2003.
[13]辛涛,申继亮,林崇德.从教师的知识结构看师范教育的改革[J].高等师范教育研究,1999,(6):12-17.
[14]Carr,David.Professionalism and Ethics in Teaching[M].London And New York:Routledge.2000.23.
[15]Anderson,Lorin.W.International Encyclopedia of Teaching and Teacher Education.New York:Pergam on.1995.13.
[16]饶见维.教师专业发展—理论与业务[M].台北:台湾五南图书出版公司,1989.156-159.
[17]黄崴.论教育学类专业模式的改进[J].课程·教材·教法,1990,(10):46.
[18]郑治国.从杜威的“做中学”看现代教育[J].江西教育,2004,(3):25.
[19]钟启泉.现代课程论[M].上海:上海教育出版社,1984:17
[20]郭晓明.从基础教育课程改革看我国高师教育改革[J].高等师范教育研究,2001,13(4):13-17.
[21]全广东.基础教育课程改革与高师教育应对策略[J].河南师范大学学报(哲学社会科学版),2002,29(4):107.
[22]胡铁.对研究性学习课程的几点认识[J].教育探索,2003,(1):33-34.
[23]钟启泉,崔允淳,张华.为了中华民族的复兴,为了每位学生的发展——《基础教育课程改革纲要(试行)》解读[M].上海:华东师范大学出版社,2001.428-430.
[24]陈立新.立足能力培养,创新教学过程[J].地理教学,2002,(1):14.
[25]涂德.教学心理实践[M].北京:学苑出版社,2002.131.
[26]彭小虎.高等师范课程比较研究与我国师范课程体系的建构[J].高等师范教育研究,2000,12(5):62-67.
[27]薛赛男.发达国家教师教育课程设置的特点及启示[J].世界教育信息,2006,(10):30-31.
[28]熊平生.基于新课标之高师地理教育课程体系和教学内容改革[J].绵阳师范学院学报,2007,(26):100-103.
[29]李其龙,陈永明.教师教育课程的国际比较[M]北京:教育科学出版社,2003.195-210.
[30]王树声,钟作慈.树立面向21世纪的地理教育观[J].中学地理教学参考,1996,(56):8.
[31]李文吴,陈贻汉,黄桂玉.地理学基础教材体系—教学内容改革初探[J].大学地理,2001,(1):52.
[32]江敏,彭大伟.浅谈中学地理教材变化对高师地理专业课程改革的影响[J].临沂师范学院学报,2001,(6):109-111.
[33]董玉祥.英国高校地理学科专业课程体系的设置及其启示[J].高等理科教育,2000.(4):39-43.
[34]周旗.高师地理科学专业课程建设对基础地理教育改革的响应研究[J].南阳师范学院学报,2006,(5):12.
[35]李显卿、张跃华.我国高等师范院校课程设置改革的思路[J].锦州师范学院学报(哲社版).1996,(3):46.
[36]苏真.比较师范教育[M].北京:北京师范大学出版社,1991:381-384.
[37]薛秋.高师地理实践教学改革与创新的几点思考[J].地理教育,2006,(3):75-76.
[38]孟娟.高等师范院校生物科学课程设置的初步研究[D].湖北:华中师范大学,2003.
[39]罗尧成,李利平.发达国家大学课程结构改革:背景、动向及启示[J].现代教育科学,2005,(1):39-42.
[40]杨骞.高师课程改革的新发展:学科教育系列课程的建构[J].中国高教研究,1998.(4):54.