从指令到创生:新中国成立60年以来课程改革的范式转型  

From Instruction to Creation:Paradigm Transformation of Curriculum Reform in the 60 Years after the Founding of People's Republic of China

作　　者：潘涌[1] 

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004

出　　处：《教育理论与实践》2009年第10期28-34,共7页Theory and Practice of Education

摘　　要：新中国成立60年以来的课程改革围绕着禁锢还是解放教学创造力这个焦点问题,从此前的儿童经验型向指令型课程范式转换,再由后者向创生型课程范式转换。指令型和创生型这两种课程范式具有完全不同的表现和特征,而后者以先进的理念刷新着指令型课程范式,正在促进60年来教学创造力最深刻的一次解放。In the 60 years after the founding of People＇s Republic of China, centering around whether confining or emancipating the creativity of teaching, the curriculum reform has experienced the paradigm transformation from child experience to instruction, and then to creation. The two curriculum paradigms of instruction and creation have completely different manifestations and characteristics, the latter being replacing the instruction with advanced ideas and promoting the greatest emancipation of teaching creativity in the past 60 years.

关 键 词：新中国 课程改革 范式转型 教学创造力 

分 类 号：G423[文化科学—课程与教学论]