儿童课程主体意识的觉醒——以“走班制”下的项目型科技校本课程为例

发布时间：2018-04-09 07:36

本文选题：走班　切入点：订单　出处：《江苏教育研究》2016年28期

【摘要】：如果说"为每一个儿童设计课程"是把学生作为主体的开始,是关注到每一个儿童个性、能力差异的起步,那么"让每一个儿童主动参与课程"是进一步的继承和发展,它不仅关注到学生学的主动性,还关注到他对课程的需求和主动参与课程的设计、实施和评价的意识。我校努力实现"让每一个儿童主动参与课程"的课程改革,"十二五"期间开展了"订单式走班制项目型科技校本课程"的实践研究。
[Abstract]:If "designing curriculum for every child" is the beginning of taking the students as the main body and paying attention to the differences of each child's personality and ability, then "letting every child take the initiative to participate in the curriculum" is a further inheritance and development.It not only pays attention to the students' initiative in learning, but also concerns his awareness of curriculum demand and active participation in the design, implementation and evaluation of the curriculum.Our school strives to realize the curriculum reform of "let every child take the initiative in the curriculum". During the "12th Five-Year Plan", the practical research on the "order walking class system project science and technology school-based curriculum" was carried out.
【作者单位】：无锡新区实验小学;
【基金】：江苏省教育科学“十二五”规划重点自筹课题“让每一个儿童主动参与课程设计的校本研究”(B-b/2011/02/203)成果
【分类号】：G623.6

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