英国“设计与技术”课程与我国综合实践活动课程比较研究

发布时间：2018-11-01 11:53

【摘要】：2001年,我国启动了新一轮中小学课程改革。新课改的重要举措是,在小学至高中学段增设综合实践活动课程,旨在打破传统学科课程占主导地位的课程格局,培养学生创新精神和实践能力。十多年的实践表明,我国中小学综合实践活动课程在理论建设、实践探索诸方面均取得长足进步,在一定程度上促进了学生综合素质的发展,亦推动了新课改的顺利实施。然而,检视该课程领域的理论研究与实践探索不难发现,无论在课程组织与内容建设方面,还是在教师培训、课程监管等方面,均存在一些亟待解决的问题。如课程内容不够丰富且缺乏连续性与创新性、师生自主探究性的主题活动较少;学生的学习方式仍以小组学习为主,学习时间只有课上的几十分钟,在课下没有延伸,活动场所在教室,校外活动的机会较少,没有使学生获得接触外界社会的直接体验;任课教师的专业知识和素养有待提高;教育主管部门对课程的监管力度不强,尚未形成该门课程的教育合力等。能否切实解决好这些问题,不仅关系到该门课程的实施成效,也直接影响到新课改的成败,甚至对素质教育的实施效果也会产生较大影响。事实上,通过设置活动课程、综合实践课程等形式,培养学生的创新精神和实践能力,或曰综合能力、核心素养等,并非我国独创,世界诸多国家已有不少成功经验可资借鉴,如英国中小学的“设计与技术”课程业已实施20多年,已形成一套较为完善、得到广泛认可的课程模式。我国的综合实践活动课程在课程目标等方面与其存在诸多共通之处,两种课程在提出伊始都经历了迷茫困惑的实施阶段,英国能通过一系列改革措施使课程不断完善,我国也可以如此。系统梳理英国“设计与技术”课程发展的基本经验,对比查找我国综合实践活动课程存在的问题,并提出相应的改善策略,对促进我国该门课程和新课改的顺利实施都具有重要意义。本研究共分为四个部分。绪论主要包括问题提出、研究目的与意义、国内外研究现状和研究方法。第一部分,从课程提出的背景、课程内容、价值取向、评价机制、实施情况等方面对英国“设计与技术”课程进行了较为详细的介绍。第二部分,从课程理论建设和课程实施情况两方面系统地梳理了我国综合实践活动课程的进展情况。第三部分,从课程提出、内容、目标、认知、评价和实施效果等多个维度对中英二门课程进行对比研究,着重剖析了我国综合实践活动课程存在的问题。第四部分,从注重课程动态发展、加强课程资源开发、完善专职教师培训体系和加强学校、特别是校长在课程实施中的主导作用这四方面,提出了改善我国综合实践活动课程的对策与建议,以期更好地完善课程理论并推动该门课程的实施。
[Abstract]:In 2001, China launched a new round of curriculum reform in primary and secondary schools. The important measure of the new curriculum reform is to establish the comprehensive practical activity curriculum in the primary school to the senior middle school, in order to break the dominant curriculum pattern of the traditional subject course, and to train the students' innovative spirit and practical ability. The practice for more than ten years shows that the curriculum of comprehensive practical activities in primary and secondary schools in our country has made great progress in theory construction and practice exploration, to a certain extent, it has promoted the development of students' comprehensive quality and promoted the smooth implementation of the new curriculum reform. However, it is not difficult to find that there are some problems to be solved in the aspects of curriculum organization and content construction, teacher training, curriculum supervision and so on. For example, the contents of the curriculum are not rich enough and lack of continuity and innovation, and there are few thematic activities for teachers and students to explore independently; Students' learning style is still mainly group learning, learning time is only a few minutes in class, there is no extension after class, the activity place is in the classroom, the opportunity of out-of-school activities is less, and the students do not get direct experience of contact with the outside world. The teachers' professional knowledge and literacy need to be improved, and the supervision of the curriculum is not strong, and the educational resultant force of the curriculum has not been formed. Whether these problems can be solved effectively is not only related to the implementation of the course, but also directly affects the success or failure of the new curriculum reform, and even has a greater impact on the implementation of quality education. In fact, by setting up activity courses and synthesizing practical courses, it is not our country's originality to train students' innovative spirit and practical ability, or comprehensive ability and core accomplishment, but many successful experiences in many countries in the world can be used for reference. For example, the "Design and Technology" curriculum in British primary and secondary schools has been implemented for more than 20 years, and has formed a relatively perfect and widely accepted curriculum model. The curriculum of comprehensive practical activities in our country has a lot in common with it in the aspects of curriculum objectives and so on. The two courses have experienced a confused implementation stage at the beginning of their introduction, and Britain can make the curriculum perfect through a series of reform measures. The same can be said of our country. This paper systematically combs the basic experience of the development of "Design and Technology" curriculum in Britain, compares and finds out the problems existing in the curriculum of comprehensive practical activities in our country, and puts forward corresponding improvement strategies. It is of great significance to promote the smooth implementation of the course and the new curriculum reform in our country. This study is divided into four parts. The introduction mainly includes the question raising, the research purpose and the significance, the domestic and foreign research present situation and the research method. The first part introduces the design and technology curriculum in Britain in detail from the background, content, value orientation, evaluation mechanism, implementation and so on. In the second part, the author systematically combs the progress of comprehensive practical activity curriculum in China from two aspects: curriculum theory construction and curriculum implementation. In the third part, the author makes a comparative study of the two courses from the perspectives of curriculum proposal, content, goal, cognition, evaluation and implementation effect, and analyzes the problems existing in the curriculum of comprehensive practical activities in China. The fourth part focuses on the dynamic development of curriculum, strengthening the development of curriculum resources, perfecting the training system of full-time teachers and strengthening the leading role of the school, especially the principal in the implementation of the curriculum. The countermeasures and suggestions for improving the comprehensive practical activity curriculum in China are put forward in order to perfect the curriculum theory and promote the implementation of the course.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G632.3

【参考文献】