立足于学校教育哲学，开发“中华传统美德教育”校本课程

校本课程是通过对学生需求进行科学评估,充分利用当地社区和学校的课程资源,以学校教师为主体而开发的多样性的、可供学生选择的课程。学校开发德育校本课程,必须以学校教育哲学为指导,精心构建序列化内容,设计多渠道的渗透途径,促进学校特色的形成和教育质量的提高。     

论班克斯多元文化课程改革的途径及启示

班克斯多元文化课程改革的途径有四种：贡献途径、附加途径、转换途径和做出决定与采取社会行动的途径，这四种途径对我国当前正在进行的课程改革具有重要的启示意义；课程要体现多元文化的理念；目前的课程向多元文化课程的改革必须要进行结构上的调整，必须能使学生形成多元文化社会所必备的能力、情感态度与价值观，在多元文化课程的实施中，要增加活动课程的比例。     

The Absence of Knowledge in Australian Curriculum Reforms

This article draws on a study of Australian curriculum shifts between 1975 and 2005 to take up two themes of this special issue: the question about what conceptions of knowledge are now at work; and the consideration of global influences and national specificities in the reformulations of curriculum. It discusses two important approaches to curriculum in Australia in recent times, the 'Statements and Profiles' activity of the early 1990s, and the 'Essential Learnings' formulations of the past decade. The global tendencies we see at work in these two major approaches are, first, an increasing emphasis on externally managing and auditing student progress as a key driver of how curriculum policies are being constructed; and, secondly, a growing emphasis on approaching curriculum aims in terms of what students should be able to do rather than what they should know. We argue that in the contexts we discuss here, these approaches offered a way of marrying 1970s progressive views on child development and knowledge-as-process (views widely held by influential curriculum professionals in Australia) with late 20^th century technologies of micro-management and instrumental agendas favoured by politicians — but that many questions about knowledge were left off the agenda.     

Impact of a new integrated medicine program on students’ approaches to learning

This paper presents the results of a study on the impact of a new integrated medical educational design on students’ approaches to learning. Although the new program was based on curriculum features identified in the research literature as likely to promote deeper approaches to learning, the results revealed a more complex response from students. While a proportion of students reacted as expected and changed to deeper approaches, a significant subgroup moved in the opposite direction and adopted more surface approaches. Further analysis revealed that specific features of the new curriculum – integration of content, requirement for both independent and collaborative learning – were likely to polarise students. The findings suggest that shifting students towards deeper approaches to learning may be a more complex task than previously understood. The authors suggest some ways in which such major curriculum change may be moderated so that all learners are more likely to benefit.     

综合课程及其动态生成

本文从我国基础教育课程改革中课程综合化的现实要求出发 ,讨论了综合课程和课程整合等核心概念 ,指出综合课程是课程组织形式发展的基本方向 ,而课程整合是达至综合课程的基本途径。作者主张在变动不居的教学过程中实现课程内容的整合 ,而不宜以静态预设和被动执行方式去开发。文章最后用几个动态生成的课程单元开发实例来印证这一观点。     

论课程与教学论的本土化

课程与教学论本土化,既指外来课程与教学论思想理论体系中国化,也指中国传统课程与教学论的现代适切性改造与转化。课程与教学论本土化包括传统的现代化、外来的中国化、实践的理论化和范式的本土化。课程与教学论本土化的策略主要有:继承与创造性转化传统(原有)课程与教学论思想;借鉴与创造性转化国外课程与教学论思想;积极开展课程与教学实验并对其经验进行理论概括与提升;推进和实现中国当代课程与教学论从理论基础、概念范畴、理论体系到建构方法的整体创新和原创性探索。     

Integrating curriculum: a case study of teaching Global Education

Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used to delineate the complexity of issues when teachers attempt to move beyond disciplinary-based teaching approaches. We examine curriculum documents, advice for teachers on curriculum implementation, preservice teachers’ experiences in schools during Professional Experiences and national guidelines for Professional Experience. Through these data, a broad picture emerges of influences on integrating curricula in classrooms. Opportunities to integrate curriculum incorporating twenty-first century pedagogies were limited by pressures on teachers with preservice teachers rarely exposed to authentic integration. Teachers’ professional standing requires clear guidelines, which allow them to pursue important twenty-first century content and skills , for young citizens and this must begin in preservice education.     

当代课程的自主品质与自律途径

民主与协商 ,是当代学校教育的基本特点与重要途径 ,也是今日我国学校教育、课程与教学改革的重要内容与依据之一。本文通过对对话中心课程、协商式学习与非等级评价理论与实践的分析 ,阐明了当代学校课程建构与实施的蕴含与路径     

大学课程改革应处理好的几对关系

目前许多大学都在进行课程改革,以应对全球化、市场化和信息化的挑战。大学课程改革应处理好以下几种关系：一是处理好移植课程与本土课程之间的关系;二是处理好课程的国际化与地方化的问题：三是处理好创新课程与传统课程之间的关系;四是处理好工具价值与人文价值之间的关系;五是处理好稳定师资与流动性师资之间的关系;六是处理好科学规划与自由竞争的关系;七是处理好现代教学手段与传统教学之间的关系。     

新课程背景下中学英语教师课程素养之探析

本文针对目前中学英语教师在新课程改革过程中的现状及对课程素养的缺乏,就新课程的性质和基本理念、课程教材、课程内容、课程开发的基本模式、课程与教学的目标、课程内容与教法、课程组织和课程与教学评价等方面,有针对性地提出提高中学英语教师课程素养的指导思想和提高途径。     

走进情境中的课程与教学--对一个综合实践活动课的个案分析

近年来,要求课程与教学回到社会生活情境中的呼声越来越高,在这一背景下,笔者通过再现一个以"非典"为主题的综合实践活动课,试图对情境中的课程与教学加深理解,从而揭示情境中的课程与教学的整体性与多元变革性。     

From invitation to destination: A systematic literature review of the use of picturebooks in inquiry-based education

Picturebooks offer powerful supports for teaching diverse content across different curriculum areas. Research and curriculum resources document their use in inquiry-based education practices, particularly in relation to science and philosophy. There is, however, little theoretical analysis of this use or cross-curricular comparisons. Applying a systematic literature review process, this paper examines existing empirical research on the use of picturebooks in formal inquiry-based education contexts. The analysis considers the context in which the picturebooks were used, including curriculum context and class level, the role played by the picturebooks in the inquiries and the value ascribed to the use of picturebooks. The review proposes a framework for understanding and contrasting the varying roles played by picturebooks in inquiry-based education approaches. This framework involves seven uses: invitations, provocations, mentors, models, resources, touchstones and destinations. Varying benefits are attributed to the use of picturebooks, including their practicality, inclusivity, complexity, aid to cognitive learning, emotional engagement and association with child readers. These benefits emphasise both the accessibility and the complexity of picturebooks. The review proposes that inquiry approaches should attend to picturebook form and content and the interdependency of the two. The review's analysis supports extended use of picturebooks across the curriculum, including in history, geography, citizenship and science education, as well as in interdisciplinary approaches.     

挪威国家中小学音乐课程标准解读

1997年,挪威政府对义务教育课程进行了一系列改革和调整,并于1999年由挪威国家教育部重新制定并实施了新的国家课程标准——《挪威10年义务教育课程标准》。音乐课程是挪威10年义务教育核心课程的一个组成部分,对其音乐课程的目标、内容及途径的分析和评价,将为我国基础教育音乐课程改革提供一定的借鉴。     

物理新课程资源的开发与利用

文章介绍了课程资源的构成,讨论并分析了课程资源在教学中的意义,并就如何开发课程资源介绍了一些方法和途径:1、研究新的教学活动方式,让学生进行研究性学习;2、明确学生现有的发展基础,确定相应的教学资料;3、因地制宜,广泛挖掘和利用校内外的课程资源;4、关注课程结构的综合性,重视物理课程与其他学科课程的融合;5、反思教学实践总结教学经验。     

课程文化自觉的基本途径

课程文化自觉的基本途径是课程文化自觉的核心问题。要真正走向课程文化自觉,必须坚持科学发展观,处理好继承与创新、借鉴与批判的关系,走基于本土化的自主创新之路。课程文化自觉有三条基本途径:传统课程文化寻根,国际课程文化理解,本土课程文化生成。     

Approaches to Curriculum: The Journey from Preservice Training to Novice Teacher

In this longitudinal study, carried out over a period of 6 years, the curriculum approach of student-teachers in the fields of Jewish Studies was examined, from their 1st year of studies until their 6th year when they took their places as full-fledged teachers in schools. This article focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs, that differ in character and essence. The major argument in this article is that the character and essence of a formal syllabus has great influence on curriculum approaches of students preparing to become teachers, and their place in developing their own teaching program.     

职业核心能力培养课程建设研究

本文介绍了职业核心能力培养课程建设的基本收获,总结了职业核心能力培养课程建设的宗旨;探讨了课程的设置办法和课程标准的内涵,提出了职业核心能力培养的途径与方法,介绍了我国第一套职业核心能力培训认证专用教材的编写特色。     

高职无损检测专业课程体系开发与建设——以辽宁机电职业技术学院无损检测专业为例

以辽宁机电职业技术学院无损检测专业为例,根据接装备制造业的无损检测专业要求哥口能力体现,以及课程体系开发的基本原则,对课程体系建设中的培养目标、实现路径、课程设置等问题进行了详细的阐述．     

中等职业学校专业创新团队建设与评价研究

近两年,众多职业院校都开展了专业创新团队的建设,但没有成熟的建设模式、建设途径和评价体系可借鉴。本文以北京城市建设学校工民建专业创新团队为例,对专业创新团队的内涵、团队建设模式与成长机制、建设途径及评价方法等进行了探讨,供同类院校借鉴。     

西方课程社会学研究的三种范式

西方课程社会学的研究存在着三种经典的研究方式:结构—功能主义范式、解释论范式和新马克思主义范式。结构—功能主义范式主张课程内容反映社会权力的分配,课程实施强调对社会结构的传递。解释论范式强调课程内容是一种社会建构,课程实施是师生之间的诠释与互动。新马克思主义范式主张关注课程中的意识形态问题,课程的设计与实施蕴含着不同利益集团的冲突。