校本课程发展：由“回应”走向“自觉”

校本课程发展是一个由＂回应＂走向＂自觉＂的过程。从思想理论、知识伦理、课程实践三个方面来考察校本课程发展之源中的＂回应＂之由,校本课程发展在理论层面、实践层面与发展层面上理应做出＂回应＂,＂回应＂为后来的＂自觉＂集聚能量,人员因素、学校文化与支持系统支撑起了＂自觉＂的基础。由＂回应＂走向＂自觉＂是一个螺旋上升的过程,从而实现校本课程发展提升理论、推进实践与文化再生。     

Fly and the Fly Bottle: On Dwayne Huebner, the Uses of Language, and the Nature of the Curriculum Field

A review of
"Curricular language and classroom meanings"
(Huebner, D. 1966. In J. B. Macdonald & R. Leeper, Eds.,
Language and meaning , pp. 8–26. Washington, DC: Association for Supervision & Curriculum Development.)     

'Structure' in Educational Theory

(The author takes up the point reached in Vol. 2, No. 2, pp. 15–3 1, in which he considered A: How Philosophy of Curriculum Construes The Structure of inquiry, and went on to discuss certain aspects of B: The Problem of Selecting from the Structure of the Disciplines for Creating the School Curriculum. Now the author completes his discussion of B, and proceeds to C: How This Selection is Structured for Purposes of Teaching and Learning. -Ed.)     

指向《语文课程标准》的复习检测

教师在进行复习检测中,一定要指向《义务教育语文课程标准(2011年版)》(以下简称《语文新课标》)的学段目标,但是学段目标囊括两个年级,要指向哪个年级、哪册教材,就要结合某个年级的教材,把《义务教育语文课程标准(2011年版)》《语文新课标》学段目标进行分解细化,凭借分解细化的要求进行复习检测,以达到复习检测的有效性。     

综合实践活动课程与传统学科课程的“分”与“合”

在基础教育新课程体系中,综合实践活动课程有着独特的地位和价值。但是,在现实生活中,作为一门"全新"课程,综合实践活动与其他课程尤其是学科课程的关系还在"磨合"之中。如何防止偏向和误区,实现"分"中有"合","合"中有"分",将两者有机整合,在互动共生中共同促进学生发展,是当前课程改革中亟待解决的一个紧迫课题。     

“以能力为本位”的高职“地理信息系统”课程整体设计

介绍了高职教育中构建"以能力为本位"的课程体系的必要性及其基本标准。在分析高职地理信息系统课程的基础上,探讨了"以能力为本位"的高职地理信息系统课程设计。     

REVIEWS

Book Reviewed in this article:
The U.G.C. Quinquennial Report 1952–57 .
Communism and Social Democracy 1914–1931 . g . d . h . cole .
New University . jack simons .
Personal Knowledge . michael polanyi .
Year Book of Education 1958: The Secondary School Curriculum . Eds. joseph lauwerys and george bereday .
Islam and the Arabs . rom landau .     

“新课程理念”“概念重建运动”与学习凯洛夫教育学

有论者主张要像新中国教育的早期建设、学习前苏联教育学那样,来开展"新课程理念""概念重建运动";同时宣称,建国以来我国教育科学"汲取的是前苏联教育科学的糟粕——凯洛夫教育学",它应该并已经被"抛弃"。这是否具有充分的事实和科学根据?值得认真研究。课程教学论当前面临这个现实重大课题。这两件事情或两个"运动"不能等量齐观,不可同日而语.很难相提并论。凯洛夫教育学反映了现代学校教育的基本规定性,提供了操作性强的教育实践规范,是现代教育学发展的重要历史成果。虽然它本身有局限和缺陷并时过境迁,但具有基本合理性,至今仍有意义。"新课程理念"反映了对现代学校教育局限性的忧虑和改革设想,有一定思想启发性和积极成分。但是它矫枉过正,本质上不符合现代学校教育基本规律,且思想驳杂,含混模糊,缺乏实践操作性,不能指导课程改革。基于理论和实践品格、意义和历史命运的强烈反差,两者在中国的境遇也截然不同:建国初学习凯洛夫教育学过程中虽有缺点,但主要产生了积极正面效应;"新课程理念""概念重建运动"脱离学校教育实际,并采取"大破大立"的激烈方式,不符合教育改革特点。因而时间或短或长,代价或小或大,人们终究不会完全接受。其理论是非和对实践的消极影响需要严肃反思检讨。     

德国“教育学-教学论”范式与美国“教育科学-课程论”范式的比较研究

以德国为代表的"教育学—教学论"范式和以美国为代表的"教育科学—课程论"范式是教育研究领域两种重要的、不同的研究范式。德国的"教育学—教学论"范式以唯理主义哲学为理论基础,强调从整体上培养人的问题,并从整体和人的全面发展的角度去理解和解决教育和教学问题;相对而言美国的"教育科学-课程论"范式则缺乏这种整体主义的视角。究其原因,除了跟两国不同的历史文化和哲学范式有关外,还与德国"教育学—教学论"范式中一个核心概念"教化"有着密不可分的关系。由于历史的原因,这两大研究范式并存于我国目前的教育研究和实践中。澄清二者之间的具体差异以及造成差异的根源是解决困扰我国教育研究和实践的途径之一。     

派纳论“概念重构”和理解课程”

派纳于20世纪70年代以来提出的“概念重构”和“理解课程”教育理论,从教育哲学、学校教育实践、课程与教学、教师与学生等多个侧面批评了传统教育和现实教育中的弊端,为未来教育的发展提出了新的价值取向。     

Also received

Books reviewed in this article:
BACIE (1992) Training Directory 1992 Kogan Page, London 0–7494–0607–0 £25.00 290 pp
Blythe-Lord R (1992) Captions and Graphics for Low Budget Video Butterworth, London and Boston 0–240–51312–6 £14.95 123 pp
Meyer M (1992) ed Aspects of School Television in Europe K G Saur, Munich, London & New Providence NJ 3–598–20209–1 DM56 595 pp
Naidoo B (1992) Through whose eyes? Trentham, Books, Stoke 0–948080–67–1 £10.95 159 pp
NCET (1992) Educational Software Whitaker, London 0–85021–228–6 £24 41 7 pp
Ogg H C & M H (1992) Optical Character Recognition: A Librarian's Guide Meckler, Westport CT & London 0–88736–778-X £23.50 171 pp
Osborne C (1992) ed International Yearbook of Educational and Training Technology 1992/93 Kogan Page, London & Nichols, East Brunswick NJ 0–7494–0587–2 & 0–89397–377–7 £47.50 380 pp
Voorbach J T et al (1992) eds Research and Developments on Teacher Education in the Netherlands Swets & Zeitlinger, Lisse 90–265–1251–1 Hf145 191 pp
Woodhead, Nigel (1991) Hypertext and Hypermedia Addison-Wesley 0–201–54442–3 £19.95 231 pp
Williams B (1992) Directory of Computer Conferencing in Libraries Meckler, Westport CT & London 0–88736–771–2 429 pp £37.50
Wragg T (1991) Mad Curriculum Disease Trentham Books, Stoke 0–948080–58–2 £7.95 124 pp     

Book Reviews

Books reviewed:
Eric Ives, Diane Drummond and Leonard Schwarz, The First Civic University: Birmingham 1880–1980: An Introductory History
David Coulby, Beyond the National Curriculum: Curricular Centralism and Cultural Diversity in Europe and the USA
John Haldane (ed), Philosophy and Public Affairs
Basil Bernstein, Pedagogy, Symbolic Control and Identity: Theory, Research, Critique
Margaret J. McLaughlin and Martyn Rouse (eds), Special Education and School Reform in the United States and Britain
R. Mahalingam and C. McCarthy (eds), Multicultural Curriculum – New Directions for Social Theory, Practice and Policy
Martin Hughes, Charles Desforges, Christine Mitchell and Clive Carre, Numeracy and Beyond: Applying Mathematics in the Primary School
Jon Davison and John Moss, Issues in English Teaching
Robert Graham, Taking Each Other Seriously: Experiences in Learning and Teaching
John Retallick, Barry Cocklin and Kennece Coombe (eds), Learning Communities in Education
John Smyth, Alastair Dow, Robert Hattam, Alan Reid and Geoffrey Shacklock, Teachers' Work in a Globalizing Economy
Peter McLaren, Che Guevara, Paulo Freire, and the Pedagogy of Revolution
Ann Filer and Andrew Pollard, The Social World of Pupil Assessment
D.C. Phillips and Nicholas C. Burbules, Post-positivism and Educational Research
Britt-Marie Berge with Hildur Ve, Action Research for Gender Equity
David Coulby, Robert Cowen and Crispin Jones (ed), Education in Times of Transition
Mark Halstead and Terence McLaughlin (eds), Education in Morality     

BOOK REVIEWS

Book reviewed in this article:
National Curriculum Assessment: A Review of Policy 1987–1994 Richard Daugherty (1995)
Beyond Testing: Towards a Theory of Educational Assessment Caroline Gipps (1994)
Effective Assessment and the Improvement of Education: A Tribute to Desmond Nuttall Roger Murphy and Patricia Broadfoot (1995)
Working with Parents of Children with Special Needs Hornby, G.
Changing Theories and Practices of Discipline Roger Slee (1995)
Christian Assemblies for Primary Schools Swain, Revd. S. (1995)     

从"听话、说话训练"到"口语交际"--对《语文课程标准》中关于"口语交际"内容的解读

口语教学是语文课程教学的一个重要组成内容,但在以往的语文教学实践中历来都没有得到应有的重视。《新课程标准》指明了“口语交际”教学的意义及措施。对“关于口语交际”的内容解读,有助于理解新时期语文教学的特性,有助于全面、系统、完整地实施语文教学。     

以大学生数学竞赛为契机,加强《竞赛数学》课程建设

简述全国大学生数学竞赛的情况,提出了以此为契机加强《竞赛数学》课程建设的几点必要性及实施措施。     

高师中学物理教学法课程改革的思考

分析了现行中学物理教学法课程的现状,论述了中学物理教学法课程改革的有关问题.     

Reviews

Ian Winfield Mr Winfield lectures in the Department of Geography and Sociology at North Staffordshire Polytechnic. Objectives in Curriculum Design by Ivor K Davies.
Richmond Postgate Mr Postgate was Controller of Educational Broadcasting (BBC) 1965–72; broadcasting assessor to the Planning Committee; and finally responsible within the BBC for the Open University television and radio programmes and BBC-nominated member of the Open University Council till 1972. Open University: a personal account by the first Vice-Chancellor , Walter Perry.     

课程:从"圈养"到"游牧"再到"传记"

人在课程中所遭受的不同境遇直接影响着课程思想的变迁.自西方近代以来,"圈养"式课程与"游牧"式课程企图用不同的方式关照人的命运,都难以真正与人的现实生活联系起来."传记"式课程为我们理解课程及其与人的生活的关系提供了新的启迪:课程即人生传记过程,课程就在生活中.课程只有回归生活本身,才能促成"人"的意义.     

建筑专科院校人文素质教育与《大学语文》课教学

本文提出建筑专科院校学生所应具备人文知识的重要性,阐述了《大学语文》课程 开设的必要性,以及它在提高建筑专科院校学生的人文素质教育中所产生的积极作用。     

“基础论”的大学英语教学本体观述评

"基础论"的本体观在我国大学英语教学中一直占据着主导地位,它体现在历次大学英语教学大纲以及《大学英语课程教学要求》中。目前大学英语教学出现了"语法词汇为本"和"阅读为本"的教学偏差。个中原因错综复杂,有历史的原因,也有现实的原因;有部分专家学者的坚守,也有学生水平的局限,更有大学英语四、六级考试的反拨。从单一化走向多元化、自主化、个性化,从共核英语教学的"基础论"走向专业英语教学的"基础论",是大学英语教学的应然之路。