普通高中技术课程实施的问题与对策

对四个高中课改实验区为期两年的调研表明,当前,我国普通高中技术课程实施中,师生对课程必要性认同程度高,对课程文本认同程度偏低,部分课程价值获得较为普遍的认可;技术课程的实施环境离课程真实需要还差很远;课堂中的技术课程样态是多样的,主要体现了应用性特征,操作学习是主要的方式。学校水平的技术课程实施受到多重因素的影响,包括校内因素、校外因素、课程自身因素以及课程认同因素等,各种因素之间互动关联、相互影响,构成了一个复杂的因素网。推进普通高中技术课程深入实施,应加强政府部门的行政能力,努力改善实施环境,完善技术课程实施的制度保障系统;需以研究为基础,做好课程方案的修订工作;要加快解决技术课程教师的专业化问题;关注校长的专业发展,促进有效的课程领导运作;重视教研部门,发挥教研员研究、引领和培训者的作用。

On the Problems and Countermeasures of the Implementation of Technology Curriculum in Senior High Schools

Through the investigation on four experimental areas of new curriculum reform of senior high schools for two years, it is discovered that the implementation of technology curriculum in senior high schools presents are as follows: the teachers and students hold high degree of identification on the necessity of curriculum, but low on that of the curriculum text; some of the curriculum value obtains comparatively universal identification, but the implementation environment of technology curriculum still has a long way to go to meet the real requirement of curriculum; the forms of technology curriculum in classroom are various, which mainly reflect the characteristics of application, with operational learning as its major way. The implementation of technology curriculum of the school level is affected by multiple factors, which include the inside and outside school factors, the factors of the curriculum itself and curriculum identification, etc.; with the interaction and correlation of all kinds of factors, a complicated network of factors is constituted. To push forward the deep implementation of technology curriculum in senior high school, we should reinforce the administrative ability of governmental departments, make great efforts to improve the implementation environment and the gurantee system for the implementation of technology curriculum, carry out curriculum plan revision well based on research, speed up solving the problem of technical teachers' professionalization; pay attention to the professional development of principals to promote effective curriculum leadership operation, and emphasize teaching and research departments to exert the research and leading role of teaching and research personnel and their role of trainers.