当代美、英、日基础教育课程设置的综合比较

课程设置集中体现了一个国家或地区对教育发展目标及趋势的总认识,体现了对课程宏观发展规律以及具体学科课程发展的认识。从比较角度研究美、英、日三个发达国家的基础教育课程设置理念、设置内容、设置模式以及设置管理体制问题,对促进我国新课程改革的发展具有重大理论意义与实践价值。     

Educational Research, Policy and Practice: National Report on Secondary Education in Lao PDR

Following the adoption of a new education law in 2000, the government of Laos has initiated a series of reforms aimed at realizing the national strategy for human resource development for the year 2020. In implementing government policy, the Statistics and Planning Division and the National Research Institute for Educational Sciences have provided basic statistics to analyze the current situation, develop new curricula and teaching materials, monitor the reform process and undertake action research. The paper outlines the main achievements of the Lao education reform (e.g., quantitative growth of secondary education, curriculum and pedagogical reforms), concerns regarding difficulties in achieving key goals (e.g., low participation in mountainous areas serving ethnic groups), and strategies being adopted within the educational development plan for 2001–2005. Key Words: curriculum, educational goals, education law, educational reform, educational research and policy, ethnic minority, Lao PDR, secondary education, technical and vocational education     

New directions in the moral education curriculum in Chinese primary schools

An analysis is presented of the problems that have existed for over 20 years in the moral education curriculum in primary schools of China. These include the separation of moral education from children's lives, the moralizing and memorization used as the basic methods of teaching and learning, and the overlaps between courses on society and ideological moral character. The paper then introduces the main innovations in the contemporary reform of the primary moral education curriculum, including lifelong moral education as its theoretical foundation and making the development of children's morality relate to life, with ‘real’ everyday life events as source materials for textbooks. Embodied in the textbooks are some new ideas behind the revised educational objectives, such as putting oneself in another's position, ecological interdependence, ‘win‐win’, dialogue, sharing and diversity. As the curriculum is child centred so the textbooks use a dialogical pedagogy. In conclusion the paper considers ongoing and new challenges for moral education in primary schools to be faced by the curriculum reform.     

教师教学行为的现状分析与变革路径——以研究性学习指导教师为例

教师的教学行为对课程实施效果和课堂教学质量起着至为关键的作用。调查表明,研究性学习指导教师的教学行为呈现出多元和复杂的特征。多数教师认同新课程倡导的教学方式和学习方式,但在实践中要践行这种理念会遭遇很多困境,教师教学行为与课程改革的要求有一定的差距。变革教师教学行为的有效路径和策略包括引导教师从学生发展的角度认识教育的价值,提升教师变革动力;建构具有共同的价值观和教育理想的学校文化;重建合作开放的教师专业文化;构建基于人格和谐发展的课程评价体系;建立动态互惠的院校合作伙伴关系;以教师专业发展理论为指导改进教师培训模式,提升教师的课程实施能力等。     

论基础教育课程改革对高师教育提出的新课题

基础教育课程改革对高师教育提出了重大而现实的新课题,要求培养专业化的教师队伍、综合化的教师素质结构,提升教师的学术视野,拓展教师的职能;高师教育在培养目标、课程设置、教学、教育实践等方面存在着许多问题,培养的师资不能适应基础教育课程改革的需要;高师教育应根据基础教育课程改革的方向与内容,调整培养目标、专业设置、课程结构,改革教学方法,加强教育实践环节,培养高素质的教师队伍,推进基础教育课程改革健康发展。     

Psychology studies’ drive to educational reform in the last 20 years in China

In order to better understand the relationship between educational psychology research and educational reform, this essay reviews the development of educational psychology studies in the last 20 years in China. The study shows that: (1) Rapid development has been made in the areas of establishing discipline systems; (2) Research fields have been expanded and research directions have been localized; (3) The theoretical basis for quality education has been derived from education psychology studies; (4) The psychological foundation for curriculum reform and instruction has been implemented, and (5) China has committed to serve and expand current educational practices. __________ Translated from Psychological Science, 2005, 28(6)     

二十世纪八十年代以来美日英三国基础教育课程改革的发展与比较

20世纪80年代以后,世界政治、经济、科学文化的发展对各国的教育改革提出了新的要求。在这样的大背景下,美日英三国都进行了新一轮的基础教育课程改革。从基础教育课程改革的目标和课程改革的主要方面两个维度考查关、日、英三国的基础教育课程改革动向,可以窥探美日英三国当前基础教育改革的特点和异同,为我国的基础教育课程改革提供一定的参考。     

Educational Reform in Viet Nam: a process of change or continuity?

Comprehensive national educational change is a complex and often difficult process. In countries such as Viet Nam where the govemment exercises tight control over social and economic development strategies, wide scale changes to an education system are often not possible. Viet Nam's increasing engagement with private sector development has, however, enabled greater flexibility for improving and strengthening its education system. In response to Viet Nam 's transition to a market economy, educational planners have had to consider strategies for making the education system more responsive to current and future labour demands. Accordingly, beginning in the early 1990s, the Govemment of Viet Nam put in place policies to enable the education system to 'modemise'. Guided by the principle that an investment in education is an investment in economic development, the government has pursued and continues to pursue an agenda of educational refonn by means of curriculum reforns. Early evidence indicates that despite an initial rapid development and implementation of change-driven policies and Strategie directions, the pace of reform is slowing down. The thesis of this paper is that a programme of substanrial education change and innovation in VietNam is actually a programme of cautious reform based on select targeting of particular school populations, in this case, populations in the arger cities, economic priority zones and urban areas.     

基础教育课程“渐进”改革的理论构建与实践探索

我国基础教育新课程改革理念与实践中存在着"突变论"倾向,即认为当前中国基础教育课程是落后的、传统的、急需改变的,基础教育课程改革的历史使命就是要通过"突变"方式促进"传统教育"向"现代教育"转型,或是转向"后现代教育"。然而,中国基础教育课程改革应是深化、调整和完善现代教育体系,而非通过"突变"另创一套新体系,"渐进论"应是改革的方法论选择。     

课程体系的解构与建构——学分制改革的理论与实践

学分制的理论依据是后现代主义的教育哲学、发展性的建构主义教育基础理论和多重智力学说与成功智力学说的综合智力理论;学分制的核心是课程体系的解构与建构;学分制功能的实践性问题研究包括学生需求性选择的增大与学分制实施过程中学校有限教学资源的开发和利用,学分制的质量监控制度,学分制指导性教学计划体系的初步建立,学分制实施过程中的主体性问题,学分制改革与学生实际能力的培养和学分制改革与人才培养目标等。学分制的改革过程中还存在许多问题需要进一步的改进和完善。     

美国高中百年课程发展述评

整个20世纪,美国高中课程发展大致经历了从“失衡发展”到“基础振兴”的轨迹。美国高中课程之所以“失衡发展”,主要有五方面原因:课程及其功能的泛化;教育哲学流派影响的强弱变化;“民主平等”“社会功效”和“社会流动”三种教育价值观的影响;学科中心、社会中心和学习者中心三种课程观的影响;学校系统对课程改革固有的阻力。20世纪80年代以来,美国高中课程改革呈现出“振兴基础”的发展轨迹,以实现教育优异的目标。     

我国基础教育课程改革顶层设计的基本思想

我国基础教育课程改革顶层设计的基本思想主要包括：指导思想是＂三个面向＂;核心价值体现是为了每位学生的发展;改革目标致力于＂新人＂的培养;课程开发与实践的理念是超越＂学科中心＂;课程改革是一项系统工程。认识、把握课改整体设计的基本思想,对于克服误读、误判,持续推进改革具有重要意义。     

浅谈中职学校班主任专业化成长

21世纪的中国教育改革是以加强德育为核心,以培养学生的创新精神和实践能力为重点的全面素质教育。新时代社会发展和新课程新理念的育人要求,使班主任专业化成为时代发展的必然要求。本文针对中职校的特点对班主任专业化成长的途径提出了相应的策略。     

“中高职衔接”项目课程衔接设计的思考——以学前教育课程标准建立为例

＂中高职衔接＂项目是符合我国中等和高等职业教育协调发展的教育改革需要,搭建终身学习的纵向衔接、横向沟通的＂立交桥＂结构的教育改革探索。以试点项目的学前教育专业为例,从衔接课程的建立依据、原则、内涵的角度进行设计并建立课程标准,突出中职教育与高职教育协调发展的一体化衔接结构特点的教学设计,建立适合衔接的课程标准,是指导、规范本项目教学实施的重要保证。     

Towards a new cartography of curriculum reform: Reflections on educational decentralization in Argentina

Curriculum reforms have led to discursive and organizational changes in Argentina. These reforms have reshaped school knowledge and institutional patterns of school administration. We analyse the process of this 'curriculum reterritorialization', the contradictions and displacements it produces, and the hybrid products that result from it. Reterritorialization is traced through four interrelated movements: the hybridization of discourses; the design of new maps of relations between the centre and the periphery of the educational system; the new 'regime of truth' that emerges out of these changes; and the role of the intellectual in educational reform. Although they are different in scope and magnitude, these movements provide the tools required to analyse the many ways in which curriculum reform is transforming Argentina's educational experiences.     

促进课程发展的学校评价指标体系研究

学校评价改革是新一轮基础教育课程改革的重要突破口之一,建立符合新课程发展需要的发展性学校评价体系,正逐渐成为我国当前教育改革亟需解决的重要问题。促进课程发展的学校评价指标体系是在发展性教育评价理论基础上进行构建的。其主要内容包括学校目标体系、学校保障体系、学校发展能力体系、学校成效。对这一体系的研究可以深入地推进我国基础教育课程改革的顺利发展,进而提高我国基础教育的质量。     

Education et société dans la première moitié du XVIIIe siècle: de Vallange et ses projets de réforme complète de l'éducation 1710–1740

At the beginning of the 18th century, M. de Vallange proposed a wide‐ranging programme to reform education in France. He intended to introduce teaching methods based on John Locke's works and to create a full‐scale system of new educational institutions. The royal institutions called “collèges” were to be abolished and a secular body of academics in charge of the new ones was to be appointed. The new curriculum proposed by M. de Vallange responded better than the former to the requirements of society, the children's capacity for work, and the new intellectual attainments brought about by the scientific progress of the 17th century.

This project formed part of a larger educational trend that, between 1710 and 1740, brought the notion of education closer to the concept of society.     

The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co-existence

In this article, we: (1) offer a conceptualisation of what it means for Greek Cypriot teachers to be ‘reconciled’ with the ‘other side’ (i.e. Turkish Cypriots) in Cyprus; (2) examine Greek Cypriot teachers' emotional responses to the new educational objective of cultivating peaceful coexistence in schools; and (3) investigate how Greek Cypriot teachers' perceptions of reconciliation and emotional responses to the new educational objective of cultivating peaceful coexistence are entangled, and what implications these entanglements may have for educational reform efforts. This investigation is based on data collected in a national survey of Greek Cypriot primary and secondary teachers. The study is important not only for the Greek Cypriot educational system, but also for educational reform efforts in other conflict-ridden areas in Europe because it addresses a fundamental issue in relation to reconciliation: Can teachers, who may still carry traumatic experiences from a conflict and thus be (potentially) emotionally unready to engage in reconciliation, be convinced to put the past behind and promote peaceful coexistence in schools? The findings highlight the teachers' multiple ambivalences, yet they also identify openings for promoting reconciliation and peaceful coexistence in schools. The implications are discussed in terms of educational policymaking, curriculum development, and teacher training.     

高师数学师范生课程体系改革的探索与思考——以华南师范大学数学科学学院为例

华南师范大学数学科学学院为适应数学教师专业化发展和基础教育新课程改革的需要,为提高师范生的综合素质和能力,在课程体系设置上进行了较大幅度的改革,增加了教师教育类课程的门类与学时,实行模块化、动态式的课程结构体系,合理地处理好教师教育类课程与数学专业类课程的关系、数学教育理论学习与数学教学实践训练的关系,取得了较好的成效．     

民间的课程资源:被遗忘的课程资源

课程资源的开发是未来教育发展的一个非常重要的领域,然而我国的新课程改革在考虑课程资源时,不管是从话语上还是从实际操作上,都明显地忽略了民间课程资源的开发。我们应从课程改革的现实问题出发,既要扬弃世界其他文化体系中的课程资源,又要真正把缄默的课程资源中的智慧加以开发。