“基于教学”:后课程变革期的新常态

发布时间：2018-01-29 05:02

本文关键词： 后课程变革期基于教学教学变革深度变革新常态　出处：《中国教育学刊》2017年07期 　论文类型：期刊论文

【摘要】：鉴于课程在教育系统的功能、课程与教学的基本关系、不同层次的课程理解以及课程与教学所形成的实践样态,"基于教学"将成为课程变革推向深入的必然趋势。"基于教学"课程质性变革重点强调三方面意涵:教学实践者不应只是批判和声讨的对象,更应是深度变革的依据和出发点;深度变革不仅要借助课程对于教学的外推力量,更需找寻教学与课程双向促发的内生力量;深度变革要秉承基于课程的"突变"逻辑,更需遵循基于教学的"渐变"逻辑。应对深度变革的策略主要在于:完成从"课程领导"到"教学领导"的"场域"重塑,将课程变革认同转化为教学实际行动;基于课程与教学的专业与学术属性,在凝聚深度变革内生力量的过程中破除教师的教学惯习;立足教学本身的属性,使领悟的、运作的及经验的课程凝练为教学实践的关键命题;遵循"基于教学"的艰难复杂特性,在深度变革的"新常态"中完善课程与教学理论。
[Abstract]:In view of the function of curriculum in the educational system, the basic relationship between curriculum and teaching, the understanding of curriculum at different levels and the practical pattern formed by curriculum and teaching. "based on teaching" will become the inevitable trend of curriculum reform. The qualitative reform of "based on teaching" curriculum emphasizes three aspects of meaning: teaching practitioners should not just criticize and denounce the object. It should be the basis and starting point of the deep reform. The deep reform not only depends on the extrapolation of the curriculum to the teaching, but also needs to find the endogenous force of the two-way promotion of the teaching and the curriculum. Deep change should follow the "sudden change" logic based on the curriculum. It is necessary to follow the "gradual change" logic based on teaching. The strategy to deal with the deep change lies in: completing the "field" remodeling from "curriculum leadership" to "teaching leadership". Transform the identity of curriculum reform into practical teaching action; Based on the professional and academic attributes of curriculum and teaching, the teachers' teaching habits are broken in the process of condensing the endogenous forces. Based on the attributes of teaching itself, the key proposition of teaching practice is to make the courses of comprehension, operation and experience condensed into the key proposition of teaching practice; Following the difficult and complex characteristics of "teaching", the curriculum and teaching theory should be perfected in the "new normal" of deep transformation.
【作者单位】：安徽师范大学教育科学学院;
【基金】：2015年度国家社科基金项目“西北连片特困地区教育发展的‘内卷化’问题研究”(项目编号:15BSH063) 2015年度甘肃省高等学校科研项目“教育变革中的学校治理与发展问题研究”(项目编号:2015A-146)研究成果
【分类号】：G420
【正文快照】： 杨晓奇|安徽师范大学教育科学学院教授,教育学博士(安徽芜湖241000)。对于课程变革,无论在理想层面如何精致地规划变革的愿景,也着实不能准确预判理想的课程与现实的教学所形成的落差以及在实践中遭遇的阻滞。在实践层面,课程变革总归是要将理想的课程愿景转化为真实的教学实

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