学校课程管理主体观的反思与建构

学校课程管理主体观是关于学校课程管理的主体构成及其关系的观念与主张。在当前我国大陆地区的基础教育课程改革中。学校课程管理主体观呈现出从“权威管理”向“民主管理”、从“主客实践”向“交往实践”、从“共同课程”向“共有课程”的转变。它不仅反映了我国学校课程管理主体权责的分配变化,而且也体现了学校课程管理价值择取的深刻变革。全面把握和自觉实践新的课程管理主体观,是当前我国中小学校面临的意义重大而又富有挑战性的新课题。     

我国校本课程开发研究概略

我国校本课程开发已进入由试验到推广的新阶段．专家学对校本课程开发的概念、价值、条件、类型、程序、评价、管理等各个方面进行了较为深入的理论研究．许多学校进行了校本课程开发的实践，取得了一定的成绩。不足之处在于：理论方面还应加强对学校化的重建、社会化的支持与校本课程管理等方面的研究；实践方面应调动一切因素激励更多的学校开发校本课程的积极性．特别是应重视农村中小学的校本课程开发。     

Conceptualizing curriculum management in an effective secondary school: a Western Australian case study

ABSTRACT

This paper investigates the linkages between management processes and the curriculum using an academically effective secondary school as a case study. The aims of the study are twofold. First, in view of the acknowledged importance governments and others place on the quality of school leadership and management on the one hand and curriculum, teaching and learning reforms on the other, there is a need for empirical data as to how school leaders and managers work to secure improvements in curriculum, teaching and learning. This study purports to provide such data. The second aim acknowledges the need to develop conceptual frameworks and data collection instruments as aids to better understanding of complex relationships within school organizations.two deputy principals do play an indirect and important part in promoting academic performance by reinforcing school values in a wide variety of ways. Third, curriculum management is the responsibility of senior teachers and there is tight linkage between both senior teachers and teachers and high quality teaching and learning. Finally, the loose linkage between departments, and also between departments and senior management, provides little opportunity for a school‐wide approach to curriculum matters. It is evident that a whole‐school curriculum management perspective is absent in this school.     

安徽省中学体育教师课程改革认同感现状调查

随着我国课程改革的推进,教师对于课程改革的认同度成为影响改革推进的重要因素。本研究通过对安徽省4座城市80所中学体育教师的问卷调查,发现:教师对新一轮课程改革的认同感普遍较为正面;中学体育教师对课改的优势及其对教师自身和学生发展的价值都持较为积极的态度,但对学校在推进课改的管理措施方面有不少负面意见;课程改革特征、教师价值感和学生价值感知会影响体育教师的课改认同感,而学校改革管理则对上述影响因素产生作用,因此要提升中学体育教师的课改认同感,学校管理层应提供更多支持、更多课改学习机会和更多参与课改校务决策的机会。     

高校课程管理之"课程"论

从学生视角审视,高校课程管理本身就是高校提供的一种课程。它既具有显性课程属性,也具有隐性课程属性,但更多地在隐性课程范畴中发挥其课程功能。该功能的发挥方式可以表述为：学生在“际遇”大量课程管理事件、“意识到”并“吸纳”,甚至“内化”课程事件背后隐藏的各种关系、价值观念等,实现对自我的“确认”和“肯定”,或者引发观念世界的“冲突”,导致已有社会观念与行为的“解构”与“重构”。     

“国培计划”培训模式的构建

＂国培计划＂的价值在于它的国家公共价值、社会价值以及教师专业发展价值,而这些价值的实现需要通过培训过程来实现。通过阐明了以课程为主线、以教学过程管理为重点,统筹规划,分级管理、分工协作,旨在突出内容系统、过程管理、教学服务支持体系的＂三突出＂培训模式,并说明在实施中存在的问题及改进建议。     

地方课程政策供给与学校课程改革——基于京、沪、浙三地近年来义务教育课程政策分析的思考

我国新世纪以来的基础教育课程政策赋予了学校一定的课程开发权,但整体来看效果不尽如人意。而近年来京、沪、浙等地在课程政策方面进行了一些探索,推动了学校层面的课程改革,涌现出了一批有影响的课程改革先进学校。他们调整地方课程计划、协调课程运行、改革评价方式、扩大学校的课程权限,协同建设学校课程资源等,为学校课程改革提供了空间支持、权力支持、资源支持、能力支持和方向引领。这表明地方课程管理的政策供给是制约学校课程改革的重要因素。地方课程政策推动学校课程改革,要赋予学校课程建设的权力和空间,对学校课程权限的规定要具体、明确,要规范地方的课程管理行为。应制定和颁布国家课程管理指南、地方课程管理指南和学校课程管理指南。     

英国公立中小学价值教育的发展趋势

20世纪后期以来,在民主化、全球化、信息化的时代背景下,英国政府为了提升教育水平、增强国际竞争力,在基础教育领域展开了一系列卓有成效的改革,促进了价值教育的发展.随着价值教育研究的深入、民主教学思想的推广、课程管理体制的变革和网络信息技术的应用,英国公立中小学的价值教育,在目标内容、途径方法、课程设置及考核评估等方面,日益呈现出综合化、民主化、统一化和网络化的发展趋势.     

试论课程改革中教师的参与

课程问题是实践问题，实践问题离不开作为实践教师的参与。教师参与课程改革的前提是教师必须成为课程研究、课程计划及反省的实践。不同的课程管理体制赋予教师参与课程改革的权限各异。在集中体制中，教师少有改革的自主权；在结合管理体制中，教师有一定的改革自主权；在分散管理体制中，教师的改革自主权最充分。课程改革要取得实效，最有效的方式是开展课程行动研究。     

The integration of pedagogical aspects in environmental management systems in selected South African primary schools

ABSTRACT

Environmental management systems implemented in schools are regarded by many as a mechanism for the integration of environmental matters in all the operational functions of the school. The links, however, between environmental management and curriculum practice have not been adequately addressed in the literature. This article reports on the results of a project aimed at integrating pedagogical aspects in environmental management systems in 60 primary Kanyimba, Richter and Raath The integration of pedagogical aspects schools in four provinces of the Republic of South Africa over a period of two years. A baseline survey and post-baseline surveys assessed the integration of pedagogical aspects in environmental management systems. The data were evaluated with the aid of Cohen's effects sizes. The results show that primary schools in this case study had succeeded in developing environmental management structures as part of the overall school management system. The pedagogical aspects, however, were not successfully synchronised with the environmental management systems. The study identified an unrealised potential to link environmental management systems to curriculum practice and suggests opening a two-way conversation between environmental management systems and actual delivery of instructional content. It is suggested that existing learning connections that are present in neighbourhoods, such as outdoor classrooms, be harnessed to assist in the development of values and attitudes of teachers and learners.     

职业院校学分制管理的实践与思考

深化课程改革，构建融灵活性、多样性、实践性和时代性等特点于一体的课程体系，是实施学分制管理的关键。构建现代职业教育课程体系，重点在于实现课程体系职业化、课程设置平台化、专业课程模块化、课程形式多样化、课程评价社会化。实践表明，转变观念、改革课程、科学管理及教育资源对学分制管理的实施将会产生很大影响。     

职业院校课程建设的管理困境与对策反思

职业院校课程建设过程中缺乏有效的管理,将制约课程建设的绩效水平。究其原因,主要在于课程建设管理的顶层筹划不足,经费使用分散、过程管理不够精细。为此,需要统筹建立学校各部门协调互动的课程建设体制机制,整体推进课程建设;专门建立指导基层教学单位课程建设的职能机构,注重督导课程建设过程;积极发挥行政部门服务课程建设的重要职能,不断营造课程建设的良好环境氛围。     

土耳其初等学校课程改革下的价值观教育:目标、内容与实施路径

在全国初等教育课程改革的契机下,土耳其于2005年依托以社会科学课程为核心的新课程体系实施价值观教育.土耳其初等学校课程的价值观教育目标以认知为基、能力为主、情感为核.土耳其初等学校课程的价值观教育内容体现在社会价值观促进社会融入、科学价值观提升理性精神和道德价值观熏陶道德情感.从被动接受到主动建构的认知导向、从言语说...     

普通高中学校课程管理存在问题及应对策略

学校课程管理是我国三级课程管理体制改革中重要的一环,牵涉到了学校管理系统中最核心、最复杂的问题。目前普通高中学校课程管理中存在管理意识淡薄、管理能力不足、管理机构僵化、资金短缺以及课程政策本身局限性等问题,致使学校课程管理的质量和效益难以得到保证。寻找普通高中学校课程管理的策略,可为学校课程管理实践提供帮助和指导。     

Challenging partnerships in Australian early childhood education

Partnerships that form to advance early childhood education are influenced by history and purpose. They are enacted in diverse social, cultural, economic, geographic and educational contexts. Using the theme of ‘strong and equal partnership’ between family and school, and taking a theoretical standpoint that values social cohesion and the agency of the child, this paper investigates ways in which partnership developed in three different Australian contexts. Particular early childhood programs in Queensland and Western Australia, and a literacy support program in New South Wales fostered education partnerships between parents and teachers, and among professionals, as a key component of effective curriculum. The prevailing management approaches and conceptions of power in the contexts enabled partnerships to be enacted in different ways. Reflection on the program management of curriculum work may be valuable in settings where players are working to achieve a cohesive approach to early education, especially an approach that foregrounds the agency of the child.     

儿童口腔患者非药物行为管理课程的效果评价

口腔医学专业学生进入临床学习阶段接诊儿童口腔患者时,遇到的最大困难是缺乏儿童行为管理的相关知识。我们开设了儿童口腔患者非药物行为管理课程,并通过问卷调查表的形式评估了课程设置、内容的合理性以及教学效果。大部分学生认为该课程安排设置基本合理,教学内容丰富,易于理解,重点突出,通过该课程的学习,基本熟悉儿童行为管理的内容和目的及常用的非药物行为管理方法,该评价研究将作为我们今后制定课程方案的一个依据。     

职业院校课程建设的管理困境与对策反思

职业院校课程建设过程中缺乏有效的管理,将制约课程建设的绩效水平。究其原因,主要在于课程建设管理的顶层筹划不足,经费使用分散、过程管理不够精细。为此,需要统筹建立学校各部门协调互动的课程建设体制机制,整体推进课程建设;专门建立指导基层教学单位课程建设的职能机构,注重督导课程建设过程;积极发挥行政部门服务课程建设的重要职能,不断营造课程建设的良好环境氛围。     

课程管理的意涵辨析

课程管理是当代课程领域的一个重要研究课题,也是国内外有待深入开拓的研究领域。明晰课程管理的意涵,厘清相关概念之异同,是课程管理研究的重要基础。在已有研究的基础上,辨析课程管理与教学管理、课程领导之异同,从而揭示课程管理的意涵,以深化课程管理研究。     

Moral education and values education in curriculum reform in China

In the new curriculum reform in China, moral education and values education have been defined from the angles of the integrity and conformity of curriculum functions. Accordingly, a new education concept based on complete/integral curriculum functions is established. By discussing the essences of the curriculum, the basis of moral and values education, integrated curriculum setting in instruction structure, the presence of emotional and attitudinal goals in the subject standards, and teaching methods, this text points out that this curriculum reform looks to moral and values education in schools. The reform also emphasizes and will guarantee moral and values education in schools. Finally, the article recommends to elementary and secondary schools the studies on moral education in class conducted by the Research Institute of Moral Education of Nanjing Normal University, one of the Key Bases for Humanities and Social Sciences Research for the Ministry of Education. __________ Translated from Global Education, 2002:12     

中小学技术课程目标体系构建中的几个基本问题

中小学技术教育体系的构建是目前我国基础技术教育改革全面推进中的一个重要课题．而在这一体系的构建中,课程目标体系的构建与确立具有关键性的作用．其不仅承载着中小学技术教育的基本价值取向．也引导着中小学技术课程体系、评价与管理体系的构建与有效开展。中小学技术课程目标体系科学与合理的构建．必须立足于我国的基本教育国情与中小学技术教育的基本性质与任务．正确认识中小学技术课程目标体系的基础性、时代性与适应性问题;此外,还要依据课程的基本原理,在借鉴国内外已有的理论成果与实践经验的基础上,具体考察目标体系中的平衡性、层级性与统一性问题。