校本性：校本课程开发的生存路径

发布时间：2019-04-24 02:43

【摘要】：随着我国三级课程管理政策的逐步实施与不断深入,校本课程开发在我国的中小学里正如火如荼的进行着,并成为新一轮基础教育课程改革的代名词。不可否认,一些学校通过进行校本课程开发的实践取得了一定的教育成效,但校本课程开发作为一种新生事物,同样是一把“双刃剑”。在校本课程开发的实践中逐渐显现出了许多的负面效应,如加剧了学校之间的教育质量不均衡,学校耗费了过多的人力、物力、财力等教育资源,教师缺乏开发校本课程的专业理论与技能等,严重限制了校本课程开发的生存空间,极易陷入被“边缘化”,甚至是“空无化”的危机之中。危机提高警觉,困境刺激思维,逆境帮助生存。本文以校本课程开发的生存危机为导入,笔者通过运用文献法、访谈法、案例法等多种研究方法,分析其出现生存危机的多种原因。最终,归咎于一点,校本课程开发缺失了“校本性”的内在灵魂。那么,何谓校本课程开发的“校本性”真谛?缺失“校本性”,何以使校本课程开发陷入困境?又如何赋予校本课程开发以“校本性”,进而突破其发展瓶颈?最终,哪些实践策略能够实现“校本性”的校本课程开发,为其提供一条有效的生存路径?围绕这四个一脉相承的问题,本研究分为四个部分进行详细论述,并创造性的建构“校本性”校本课程开发模型,旨在为学校实际进行校本课程开发提供可操作性的实践策略,形成学校真正意义上的校本课程与自身特色。
[Abstract]:With the gradual implementation and deepening of the three-level curriculum management policy in China, school-based curriculum development is in full swing in primary and secondary schools in China, and has become the synonym of a new round of curriculum reform in basic education. It is undeniable that some schools have achieved some educational results through the practice of school-based curriculum development, but as a new thing, school-based curriculum development is also a "double-edged sword". In the practice of school-based curriculum development, there are many negative effects, such as aggravating the imbalance in the quality of education among schools, and consuming too much manpower, material resources, financial resources and other educational resources. Teachers' lack of professional theory and skills of developing school-based curriculum seriously limits the living space of school-based curriculum development and is prone to be "marginalized" or even "empty" crisis. Crisis is alert, predicament stimulates thinking, adversity helps survive. This article takes the survival crisis of the school-based curriculum development as the introduction, the author uses the literature method, the interview method, the case law and so on many kinds of research methods, analyzes its existence crisis many kinds of reasons. Ultimately, due to a point, school-based curriculum development lacks the inner soul of "school nature". So, what is the "school nature" of school-based curriculum development? Lack of "school nature", how to make school-based curriculum development into a difficult position? How to give school-based curriculum development "school nature", and then break through its development bottleneck? In the end, which practical strategies can realize the school-based curriculum development of "school nature" and provide an effective survival path for it? This study is divided into four parts to discuss in detail, and creatively construct "school nature" school-based curriculum development model, in order to provide operational practical strategies for school-based curriculum development. Form school-based curriculum and its own characteristics in the true sense of the school.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.3

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