基础教育课程改革目标实施程度研究

发布时间：2018-04-22 22:39

本文选题：基础教育课程改革 + 课程改革目标　；参考：《东北师范大学》2016年博士论文

【摘要】：近年来,中国基础教育课程改革吸引着越来越多国内外研究者的关注和研究,有关课程实施的研究更是中国课程研究领域的重要内容。2001年教育部颁布的《基础教育课程改革纲要(试行)》(下文简称《纲要》)明确了我国中小学课程与教学的目标,指明了基础教育的具体发展方向。本轮课程改革以改变课程功能、调整课程结构与内容、改变教学方式、建构新的评价体系和课程管理体制为目标。十多年过去了,我们一直朝着这个改革的目标努力。课程改革目标是我们研究和考察课程实施程度的一个非常重要的参照点,课程改革最初确定的目标落实情况也是人们最为关注的问题。本研究重点聚焦《纲要》中提出的课程改革目标,以此为着眼点,考察课程改革目标的达成程度,分析实施过程中取得的进展和存在的问题,并引发有关课程改革进一步值得思考的方向。本研究设计的思路是一种基于课程改革目标的课程实施评价。首先采用文件分析法,确定了基础教育课程改革的十二个关键要素,将这些关键要素作为本研究的考察点。其次在文件分析的基础上采用专家咨询和中小学教师咨询相结合的方法进行自编问卷并修订,共咨询了本领域40位专家和62名中小学教师,最终形成的正式版问卷对1554位中小学教师进行调查。最后在问卷调查分析的基础上采用群体访谈加个体访谈相结合的方法,共访谈了22位中小学教师。通过调查研究发现,教师认为课程功能、教学方式、课程评价三类改革目标实施程度良好,而课程结构、课程内容、课程管理三类改革目标实施程度一般,总体上表明我国基础教育课程改革目标的呈现中等偏上的实施程度。其中教师能够在课堂教学实际中实施的改革目标实施程度良好,具体为教的方式、学的方式、对学生的评价、过程与情感等改革关键点。涉及课程结构与内容、课程开发等目标教师认为实施程度中等,具体为教材内容的选择与编排、内容适应性和选择性、校本课程开发等改革关键点。通过对不同群体的中小学教师进行比较发现,课程改革目标的实施程度存在显著差异,主要表现在：小学教师认为实施程度显著高于初中教师；城市教师认为实施程度显著高于农村教师；课程改革后参加教学的教师认为实施程度显著高于课程改革前参加教学的教师；省市级重点学校教师认为实施程度显著高于一般学校的教师；本科及以上学历的教师认为课程实施程度高,大专及以下学历的教师实施程度不高。这样的调查数据充分显示,不同群体对课程改革的理解不同、需求不同以及能力不同所带来的实施程度也不同。在对中小学教师课程实施的调查进行分析和讨论之后,本研究又通过对教师的访谈来聚焦于教师认为的影响课程目标实施程度的因素：一是文本课程的特征。当遇到需要调整、修订的文本课程时教师会认为是不实用的,这影响他们对改革实施的认同。二是教师自身及所处的情境。教师们倾向于用自己的知识、信念和态度来诠释课程,但又对这种诠释并不满意。三是学生的差异和家长的支持。作为学习的主体,学生之间的差异是客观存在的,如何在了解学生、尊重学生差异的前提下寻找适合学生的教学方式并提高教师课程实施程度是研究者和教师们应该思考的,同时家长的文化与支持也是影响教师课程实施的关键因素。四是评价与高风险考试。当评价与高风险的考试相结合时,考试的内容和形式决定教学内容和教学方法,同时,课程理念和课程目标决定课程内容和教学方式,他们又一起成为决定评价的因素。五是教学文化与资源。大多数教师对新课程的态度是赞同的,但在实践中会受到多种根深蒂固的文化因素制约,而教学资源的短缺也是教师在课程实施中遇到的难题。从整体上看,要进行有效的基础教育课程改革,还需要强调不同团体的共同努力,如管理者、课程工作者、教师与学生、家长等的积极参与。应该开发可供选择的文本课程资源,教师们更希望改革所带来的东西是一套可以操作的、实际的、已经经过论证了的材料。还应该强调校长对课程的领导力,并在此基础上建立以校长为领导核心的专业学习共同体,集体性地承担改善学生学习的责任,促使校长更好地完成塑造具有创新性和适应性文化的责任,并有效地引领学校朝改革的目标前行。同时,可以建立明确化、公开化的课程评价体系,避免教师被动培训、被动评价,主动去经历不断被确认进而改变行为方式的过程。基础教育课程改革目标是课程改革在较长一段时期内学校中的课程与教学活动试图要达到的结果,是所有教育工作者需要长期努力的一个明确方向,目标的坚定性是课程改革需要在教育工作者之间达成的一个“契约”。这个“契约”约定我们不仅要理解和清晰改革的目标,还需要处理和实践“如何进行改革”的方式。
[Abstract]:In recent years, the curriculum reform of basic education in China has attracted more and more attention and research of researchers at home and abroad. The research on the implementation of the curriculum is an important part of the field of curriculum research in China. The curriculum of basic education curriculum reform (Trial), promulgated by the Ministry of education in.2001, has clearly defined the curriculum and teaching of primary and secondary schools in China. The goal is to specify the direction of the development of basic education. The reform of the course is aimed at changing the function of the curriculum, adjusting the structure and content of the course, changing the way of teaching, constructing the new evaluation system and the system of the course management. In the past more than 10 years, we have been working hard on the goal of this reform. The goal of the curriculum reform is to study and take the examination. A very important reference point for the implementation of the curriculum is a very important point of reference. The implementation of the target in the course of the curriculum reform is also the most concerned problem. The focus of this study is to focus on the objectives of the curriculum reform proposed in the outline, so as to examine the achievement of the goal of the curriculum reform, and to analyze the progress and existence in the process of implementation. The idea of this study is a kind of curriculum implementation evaluation based on the goal of curriculum reform. First, it uses the method of document analysis to determine the twelve key elements of the curriculum reform of basic education. These key elements are considered as the research point of this study. Secondly, the documents are in the document. On the basis of the analysis, we used the method of combining expert consultation with primary and secondary school teachers to compile questionnaires and revised them. A total of 40 experts and 62 primary and secondary school teachers were consulted in this field. The final formal questionnaire was conducted to investigate 1554 primary and secondary school teachers. A total of 22 primary and secondary school teachers were interviewed. Through investigation and research, it was found that the three types of reform goals were well implemented by the teachers, and the curriculum structure, the content of the curriculum and the management of the three types of curriculum management were carried out in a general way, which generally showed the objectives of the curriculum reform of basic education in China. Among them, teachers can implement the reform goal in the classroom teaching practice well, specifically the way of teaching, the way of learning, the evaluation of the students, the process and the emotion, and the curriculum structure and content, the curriculum development and other target teachers think that the implementation degree is moderate, specifically the teaching material. Content selection and arrangement, content adaptability and selectivity, school based curriculum development and other key points of reform. Through the comparison of the primary and secondary school teachers in different groups, there are significant differences in the implementation degree of the curriculum reform goals. The main manifestation is that the primary school teachers think that the implementation process is significantly higher than the junior middle school teachers; the urban teachers believe that the implementation of the curriculum reform is significantly higher than that of the junior middle school teachers. The degree is significantly higher than that of the rural teachers; the teachers who participate in teaching after the curriculum reform think that the degree of implementation is significantly higher than that of the teachers participating in the teaching before the course reform; the teachers in the provincial and municipal key schools think that the level of implementation is significantly higher than that of the teachers in the general school. This survey data fully shows that different groups have different understanding of curriculum reform, different needs and different ability to implement. After the analysis and discussion of the investigation of the curriculum implementation of primary and secondary school teachers, this study focuses on Teachers' interviews by focusing on Teachers' opinion. The factors that affect the level of the curriculum objectives: first, the characteristics of the text course. When the text course needs to be adjusted and revised, the teacher will think it is not practical, which affects their recognition of the implementation of the reform. Two is the teacher itself and the situation in which the teachers tend to interpret the curriculum with their own knowledge, beliefs and attitudes. It is not satisfied with this interpretation. Three is the difference of students and the support of parents. As the subject of learning, the differences between students are objective. How to find out the suitable teaching methods for students and improve the curriculum implementation of the teachers should be thought by the researchers and teachers at the same time. The culture and support of parents are also the key factors that affect the implementation of teachers' curriculum. Four is evaluation and high risk examination. When the evaluation and high risk examination are combined, the content and form of the examination determine the content and method of teaching. Meanwhile, the curriculum concept and curriculum objectives determine the course content and teaching methods, and they become the decision together. The factor of evaluation. Five is teaching culture and resources. Most teachers agree with the attitude of the new curriculum, but in practice, many deep-rooted cultural factors will be restricted, and the shortage of teaching resources is also a difficult problem for teachers in the implementation of the curriculum. In the whole, it is also necessary to strengthen the reform of basic education curriculum. The joint efforts of different groups, such as managers, curriculum workers, teachers and students, parents, etc., should be actively involved in the development of alternative text curriculum resources. Teachers hope that the things brought about by the reform are a set of operational, practical, and proven materials. On the basis of this, a professional learning community is set up on the basis of the principal of the principal, and the responsibility of improving the students' learning is collectively undertaken, and the principals can better fulfill the responsibility of creating an innovative and adaptable culture, and effectively lead the school to advance towards the goal of reform. The system is the process of avoiding teachers' passive training, passive evaluation, and actively going through the process of constantly being confirmed and changing the way of behavior. The goal of basic education curriculum reform is the result of the curriculum and teaching activities that the curriculum reform is trying to achieve in a long period of time. It is a clear direction for all educators to work hard for a long time. The firmness of the goal is a "contract" that the curriculum reform needs between the educators. This "contract" agrees that we not only understand and clear the objectives of the reform, but also need to deal with and practice the way of "how to reform".

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G632.3

【参考文献】