课程改革三问  

Three Questions on Curriculum Reform

作　　者：李德林[1] 徐继存[1] 

机构地区：[1]山东师范大学教育学院

出　　处：《教育学报》2007年第3期41-45,共5页Journal of Educational Studies

基　　金：全国教育科学"十五"规划重点课题"教学文化建设的理论与实践研究"阶段性成果;课题批准编号为DAA050047

摘　　要：课程改革是一个反顾传统,多因素相互影响,多种利益主体并存,具有伦理诉求的复杂过程,具有承继性、长期性、博弈性和伦理性的特点。在课程改革过程中,极易出现激进主义、保守主义和实用主义的偏差。面对不可避免的课程改革,我们应该立足现实,学会从改变自己做起,真诚地适应和面对改革。The curriculum reform is a complex process in which tradition is reflected on; many factors are interacted; various stakeholders coexist and ethic is concerned. It is also a long-term and ethical process that bears the characteristics of inheriting and game. During the process of curriculum reform, the deviations like radicalism, conservatism and pragmatism are easy to emerge. Confronting with the inevitable curriculum reform, we should base on reality, start from changing ourselves, and adjust to and face the reform sincerely.

关 键 词：课程改革 特点 偏差 现实 适应 

分 类 号：G423.07[文化科学—课程与教学论]