职业教育课程的学科话语与实践话语

20世纪90年代以来,我国职业教育课程的学科话语与实践话语的争论经历了从“数量”到“逻辑”两个阶段。尽管在学术领域实践话语占据了主导,在实践领域却是学科话语占据着主体。目前,我国职业教育课程正处于从传统的以学科课程为主体的课程模式,转向以项目课程或任务引领型课程为主体的课程模式阶段。职业教育课程从学科话语到实践话语的转换,实际上意味着思考课程问题的思维方式的转换。职业教育课程设计应当充分考虑学生的学习特点,打破从理论到实践的机械课程设计思路,转向让学生在工作实践的基础上,通过自我反思来建构理论知识。     

论课程改革中的教师改变

教师改变与课程改革密切相关,是课程改革取得成功的内在动力。然而,教师对课程改革会表现出抵制和自愿改变两种倾向,这使教师改变具有了悖论性质。就其内涵而言,教师改变是一个多维度、多阶段过程,并且各维度之间存在着复杂的相互作用。在课程实施中,既要妥善管理实施的“步伐”,处理好教师渐进性改变和根本性改变的关系,又要从专业、资源、制度和文化入手为教师提供必要的支持,引领教师改变的方向。     

知识的普适性与境域性:课程的视角

知识有普适性与境域性之别。普适性知识是世界范围内各民族国家共同承认的知识体系,是目前占主流地位的科学知识。境域性知识是指地方性知识、情境性知识及缄默性知识等,它是特定人文情境与范围内有价值的知识。普适性知识由境域性知识发展完善而形成,境域性知识有其自身独特的价值与生命活力,二者相互支持。与普适性知识相应的课程是主流文化中心课程,它统治着整个课程世界,并成为各国国家课程的核心;与境域性知识相应的课程是地方课程和校本课程,它们正在补充着国家课程的不足。     

Suggestions for the "Integration in Multiple Certificates" Curriculum System Construction

Business English professional "Integration in Multiple Certificates" refers to these two kinds of certificates——a diploma and vocational certificates. Business English curriculum design unified vocational qualification certificate with professional training objectives. Basis on the meeting of requirements of certificates for graduation, making professional training contents, curriculum,teaching methods together with vocational training and the requirements of professional qualification certificates.     

Finding the common ground: Teachers' and employers' representations of English in an assessment context

There has been a long‐standing debate about how ‘English’ can be defined. Educational policy changes have typically been driven by differing representations of the subject, and have ranged from broad ‘aesthetic’ definitions to more narrow ‘functional’ views. The present study aims to analyse areas of consensus and contention in stakeholders' discourse regarding English. A questionnaire‐based survey and focus groups were used to explore how teachers and employers viewed English as a subject. Their views were conceptualised into three themes: the importance of functional English; English as atomistic versus holistic study; and English as critical thought. These themes are discussed in relation to historical definitions of ‘English’, and their implications for the future reform of English qualifications.     

Six into One: The Contradictory Art School Curriculum and how it Came About

This article reports historical research which sought to understand the present‐day post‐secondary art curriculum through analysing its history in terms of changes in conceptions of art. It found that there have been six distinctive curricula: Apprentice, Academic, Formalist, Expressive, Conceptual and Professional. As a new curriculum has been introduced, it has co‐existed with much contained in a previous one. Most of the curriculum changes have taken place in the past 65 years. During this time, there has been a massive expansion in the education of artists and at the same time art schools accommodated first modernism and then post‐Duchampian aesthetics. A conclusion is that this has made for a very crowded curriculum. Moreover, despite there being an ever increasing choice of things a student might learn, it appears that there is nothing which all students have to learn. It can be problematic that one part of the curriculum is in contradiction to another part, and moreover this lack of a core raises fundamental, ontological questions about what art as a discipline is.     

新课程背景下师生教学行为的异化与矫正

新课改以来,由于对课改理念的僵硬化解读,学校精细化管理制度带来的压抑与控制,以及盲目模仿带来的伤根性移植,师生教学行为出现了异化现象:教学资源开发异化为材料的堆砌,教学方法选择异化为学生盲目的探究,教学环境营造异化为缺乏深度思维的"热热闹闹",教学评价异化为盲目赞扬。对课改理念进行个性化解读,学校积极营造创造性教学氛围,以及唤醒师生主体意识是教学异化行为矫正的重要路径。     

我们该怎样做研究——对课程与教学论主流研究范式的反思

重理论思辨、轻实践研究,研究方法简单粗糙,是当前课程与教学论主流研究范式的两大缺陷。欠缺科学精神、方法意识薄弱、评价机制不健全,是造成当前主流研究范式缺陷的主要原因。基于此,应从六个方面改善课程与教学论主流研究范式:关注对实践问题的微观研究和行动研究;加强方法意识,融入科学精神;建立课程与教学论的方法论体系;转变研究思维方式;改善现有评价体系;加强研究生培养过程中方法意识的培养和方法训练。     

“我心目中的好课堂”——来自孩子心灵的呼声

对于什么样的＂课＂是＂好课＂,历来有多种说法,可谓仁者见仁,智者见智。然而,这些所谓＂好课标准＂都是成人所构建的。课堂生活是孩子们经历最多、体验最深的一种生活方式。教育现象学研究要求关注教育情境中师生的＂生活体验（世界）＂,关注教育的实际发生领域,关注生活的意义。由此,本研究旨在用教育现象学的方式倾听孩子们内心的声音,用描述性的语言勾勒出孩子们心目中的＂好课堂＂。     

Creative Potential within Policy: An Analysis of the 2013 English Literature Curriculum

This article takes as its focus Lefebvre's trialectic of conceived, perceived and lived spaces as a lens through which to scrutinise the 2013 English Literature Curriculum, and to explore the extent to which creative spaces might exist within that curriculum. The article analyses how the curriculum is envisaged by policymakers and how it might be expected to be translated into practice, utilising the wording of the policy document to facilitate an exploration of what its underlying intentions might be. The author's experience of teaching a poem from the new curriculum is used in order to provide illustrative examples of the ways in which teachers’ and learners’ experiences of the curriculum might, in practice, diverge from the direction envisaged by policymakers as teachers negotiate creative spaces within their classrooms.