论综合实践活动课程开发的社会维度  

Social Dimension of Integrated Curriculum Development of Practical Activity

作　　者：张华[1] 李树培[2] 

机构地区：[1]华东师范大学课程与教学研究所教授 [2]华东师大教育部中小学计算机教育中心,上海200062

出　　处：《教育发展研究》2008年第18期64-71,共8页Research in Educational Development

基　　金：霍英东教育基金会项目“小学综合实践活动课程的理论与实验研究”(91102)的部分成果。

摘　　要：以生活探究与体验为核心的综合实践活动课程具有重要的社会学意义。学会关爱与尊重、学会合作与共处是综合实践活动课程的重要社会价值追求。为此,综合实践活动课程开发要关注移情性、伦理性社会探究;要让学生参与并反思社会生活;要把以亲子关系、师生关系和同伴关系为核心的人际关系作为重要的探究内容。与此同时,还要避免"形式化的合作"与"口号式的关心"。Integrated curriculum of practical activity （ICPA） considers life inquiry and life experience as its main content. This kind of curriculum is of sociological significance. Learning to take care of and respect others, and learning to cooperate and live together with others are the main social value pursuit of ICPA. In order to achieve these goals, when we develop ICPA, we should emphasize empathy and ethical social inquiry, create opportunities for students to participate in and reflect social life, and take inter-personal relationships; which includes parents-children relationships, teachers-students relationships, and peers relationships,as the important research content. Meanwhile, we should avoid ＂artificial cooperation＂ and ＂caring as slogan＂.

关 键 词：综合实践活动课程 社会维度 学校 教学模式 

分 类 号：G423[文化科学—课程与教学论]