我国课程运作机制的历史演进  

A historical evolution of the curricular operational mechanisms in China

作　　者：代建军[1] 

机构地区：[1]徐州师范大学教育科学院,江苏徐州221116

出　　处：《河北师范大学学报（教育科学版）》2008年第12期20-26,共7页Journal of Hebei Normal University(Educational Science)

基　　金：全国教育科学"十一五"规划国家青年基金课题(CHA060071)

摘　　要：从建国以后直至2001年展开新一轮的基础教育课程改革,课程运作机制的历史演进经历了模仿、独立以及探索三个时期,我们从单纯的模仿借鉴前苏联的课程运作机制,逐渐走向独立,形成了富有自己特色的课程运作机制。20世纪80年代中期以后,我国课程改革突破了单纯以教材编制为主的倾向,在课程制度、理念、结构、内容等方面都有比较大的变化,课程运作机制的程式也体现的更为规范与成熟。From the founding of the new China to 2001 the curricular reforms have undergone three phases of simulation, independence and exploration. Namely, Russian mechanisms have been immitated in China with the advent of the independence of the peculiar Chinese curricular mechanism. And since the middle of the 1980s the Chinese curricular reforms have enabled the single trend of compilation of teaching materials to give way to an integrative operational mechanism combining curricular system, idea, structure, contents and the like.

关 键 词：课程运作 机制 历史演进 

分 类 号：G642.3[文化科学—高等教育学]