校本课程发展的哲学取向及复生的原因  

Exploring the Orientation of Philosophy and the Causes of Rebirth of School-Based Curriculum Development

作　　者：余志文[1] 

机构地区：[1]香港中文大学

出　　处：《山东师范大学学报（人文社会科学版）》2001年第3期25-27,共3页Journal of Shandong Normal University(Humanities and Social Sciences)

摘　　要：在世界课程发展史中 ,一段颇长的时间里是以中央课程发展模式为主。但自 2 0世纪 70年代起 ,一些西方先进国家开始转向采用校本课程发展模式———一种与中央课程发展相对的课程发展模式。校本课程发展主张所有参与学生学习的有关人士之间 ,形成一个互动的网络 ,一起决定学生的课程。这种课程发展模式强调非中央化、权力下放、自主、民主、积极参与、互动、集体决策、人的需要、因材施教、多元化等理念。由于这些理念正切合现代西方社会发展的需要 。For a pretty long time in the history of curriculum development,curriculum development was dominated by centrally based curriculum development model.From 70's of the 20th Century,however,some developed countries in the West began to adopt school based curriculum development model,a model contrasting to centrally based curriculum development model.School based curriculum development advocates establishing a network among all those who participate in student learning to make the decision on student curriculum collectively.This model emphasizes the ideas of decentralization,empowerment,self determination,democracy,positive participation,interaction,collective decision making,the human needs,teaching based on pupil's abilities,multidimensional orientation and so forth.Due to these ideas fitting the needs of the development of modern society in the West,school based curriculum development was reborn.

关 键 词：教育哲学 课程发展 课程决策 校本课程发展 

分 类 号：G423[文化科学—课程与教学论]