从校本课程走向学校课程体系

发布时间：2018-05-21 01:14

本文选题：校本课程 + 学校课程体系　；参考：《华东师范大学》2015年硕士论文

【摘要】：随着国家基础教育课程教学改革的不断深入,学校有了更多的课程自主权,学校课程的多样性日益显现。2001年6月8日,教育部颁布了《基础教育课程改革纲要(试行)》,实行国家、地方和学校三级课程管理。从此,校本课程如雨后春笋般涌现。校本课程是为了弥补国家课程、地方课程的不足,是根据学校自身及周边资源开发的一套满足学生个性化、多样化需求的课程。学校整体的发展依赖于部分的发展,各部分的共同发展能够推动学校的长远发展。所以,校本课程在发展的过程中,不能够独立自成一体,而必须和国家课程、地方课程相融合,在彼此的相互磨合中寻求共性,呈现个性,共同形成学校课程体系,彰显教育特色,提高教育质量。国家课程诠释的是整个国家教育的目标和内容,地方课程和校本课程展现的则是各地区、学校的教育目标和内容。实现三者的相互融合,要全面考虑教材、内容、课时、师资分配等因素。在具体的实践过程中,校本课程在哪些方面需要与国家、地方课程相衔接?衔接中会出现哪些障碍和阻力?如何去解决这些问题?以校为本的学校课程体系又是如何运行的?等等问题,是本论文的聚焦点。通过实践探索,笔者总结出,实现学校课程体系的有序运行,三级课程的相处之道在：课程目标上的相通,课程内容上的相接,课程时间上的相让,课程资源上的相融。实习期间,笔者在浦东新区J学校任教三年级语文并负责班主任工作,也承担了每周一下午的拓展课课程之一“国学诵读”的讲师,在暑期还担任了该校城市少年宫“快乐阅读”的讲师,对该校的课程有所熟悉和体会。从早上的“阳光体育活动”到傍晚5点多才结束的“城市少年宫”,学生们有动有静,既在课堂上学到了很多知识,又在课下“玩”到了许多乐趣,真是乐此不疲!因此,笔者将以浦东新区J学校为例,在实践中分析学校从校本课程走向学校课程体系过程中遇到的问题与相应对的解决策略。
[Abstract]:With the deepening of the national basic education curriculum teaching reform, the school has more curriculum autonomy, the diversity of school curriculum is becoming increasingly apparent. June 8, 2001, The Ministry of Education promulgated the outline of basic Education Curriculum Reform (trial), which implements national, local and school curriculum management. Since then, school-based courses have sprung up. School-based curriculum is to make up for the national curriculum, local curriculum deficiencies, is based on the school itself and the surrounding resources to develop a set of personalized, diversified needs of the curriculum. The development of the whole school depends on the development of some parts, and the joint development of each part can promote the long-term development of the school. Therefore, in the course of the development of school-based curriculum, it cannot be independent, but must be integrated with national curriculum and local curriculum, seeking commonality, presenting individuality and forming school curriculum system. Highlight the characteristics of education, improve the quality of education. The national curriculum interprets the goal and content of the whole national education, while the local curriculum and the school-based curriculum represent the educational goals and contents of all regions and schools. In order to realize the integration of the three, we should consider the factors of teaching material, content, class time and teacher allocation. In the specific practice process, what aspects of school-based curriculum need to be linked with national and local curriculum? What are the obstacles and obstacles to convergence? How to solve these problems? How does the school-based curriculum system work? And so on question, is this paper the focal point. Through practice and exploration, the author concludes that to realize the orderly operation of the school curriculum system, the way to get along with the three-level curriculum lies in the communication of the curriculum objectives, the connection of the curriculum contents, the concession of the curriculum time, and the integration of the curriculum resources. During the internship, the author taught third-grade Chinese at J School in Pudong New area and was responsible for the class teacher's work. He also took on the lecturer of "Chinese Learning reciting", one of the extended classes on Monday afternoon. In the summer, he was a lecturer in Happy Reading at the Children's Palace of the University, familiar with and experienced with the school's courses. From the "Sunshine Sports" in the morning to the "City Children's Palace", which ended at more than 5 in the evening, the students are active and quiet. They have learned a lot of knowledge in the classroom, and "play" after class. They really enjoy it! Therefore, taking J School in Pudong New area as an example, the author will analyze the problems encountered in the process of the school from school-based curriculum to school curriculum system and the corresponding solutions in practice.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.3

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