教师教育研究
教師教育研究
교사교육연구
Teacher Education Research
2015年
2期
60~66
,共null页
深化高中课改 选修课程 课程开发 课程实施 选择性 特色化
深化高中課改 選脩課程 課程開髮 課程實施 選擇性 特色化
심화고중과개 선수과정 과정개발 과정실시 선택성 특색화
deepen high school curriculum reform; Elective Course; curriculum development; curriculum implementation; selectivity; distinguished features
立足于浙江省深化高中课程改革与深化高校考试招生制度综合改革,以问卷调研、访谈,结合文本分析,阐述了浙江省普通高中选修课程开发与实施取得的成绩与存在的问题。表现为：（1）关注了选修课程的部分价值,但选修课程价值定位及其与必修课程关系还需明确;（2）彰显了教师的课程意识,但对课程理解、开发与实施能力有待提升;（3）突显了部分特色课程,但体现学校特色的特色化课程群尚待建设;（4）表现了教学方式的初步转型,但选修课程实施与评价方式需要多元化。进而基于问题提出几点建议,即关注多维度专业引领,凸显校长课程领导力;改革培训与教师教育,促进教师课程理解力;整合多方面课程资源,建设学校特色课程群;抓住高考改革的契机,探索课程多元化评价;建立与完善各类机制,保障课改的有效行进。
立足于浙江省深化高中課程改革與深化高校攷試招生製度綜閤改革,以問捲調研、訪談,結閤文本分析,闡述瞭浙江省普通高中選脩課程開髮與實施取得的成績與存在的問題。錶現為：（1）關註瞭選脩課程的部分價值,但選脩課程價值定位及其與必脩課程關繫還需明確;（2）彰顯瞭教師的課程意識,但對課程理解、開髮與實施能力有待提升;（3）突顯瞭部分特色課程,但體現學校特色的特色化課程群尚待建設;（4）錶現瞭教學方式的初步轉型,但選脩課程實施與評價方式需要多元化。進而基于問題提齣幾點建議,即關註多維度專業引領,凸顯校長課程領導力;改革培訓與教師教育,促進教師課程理解力;整閤多方麵課程資源,建設學校特色課程群;抓住高攷改革的契機,探索課程多元化評價;建立與完善各類機製,保障課改的有效行進。
립족우절강성심화고중과정개혁여심화고교고시초생제도종합개혁,이문권조연、방담,결합문본분석,천술료절강성보통고중선수과정개발여실시취득적성적여존재적문제。표현위：（1）관주료선수과정적부분개치,단선수과정개치정위급기여필수과정관계환수명학;（2）창현료교사적과정의식,단대과정리해、개발여실시능력유대제승;（3）돌현료부분특색과정,단체현학교특색적특색화과정군상대건설;（4）표현료교학방식적초보전형,단선수과정실시여평개방식수요다원화。진이기우문제제출궤점건의,즉관주다유도전업인령,철현교장과정령도력;개혁배훈여교사교육,촉진교사과정리해력;정합다방면과정자원,건설학교특색과정군;조주고고개혁적계궤,탐색과정다원화평개;건립여완선각류궤제,보장과개적유효행진。
This research used questionnaire survey, interview and text analysis methods, to elaborate the achievements and problems on elective curriculum development and implementation under the background of deepening curriculum reform and comprehensive reform of college entrance examination in Zhejiang. The achievement and issues concern： （1） The values of elective curriculum are reflected partly, but its value orientation and its relation with the compulsory course need to be defined; （2） Teachers＇ curriculum consciousness are highlighted, but their curriculum understanding, development and implementation capacities are needed to be improved; （3） A few of distinguished course is emerged, but it is extremely lack of the construction of distinguished curriculum group; （4） The teaching methods undergo an initial transformation, but the implementation and evaluation methods of elective curriculum demand diversification. Therefore, we suggest that it is neeessary to focus on multi-dimensional professional guide and highlight the principal＇s curriculum leadership; reform teachers; training and cultivating programs to promote teachers＇ curriculum understanding capabilities; integrate rich curriculum resources to construct the distinguished curriculum; seize the opportunity of college entrance examination reform to explore the diverse evaluation methods of elective courses; establish and improve various mechanisms to ensure effective curriculum reform deepened.
