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作 者:冯生尧[1]
机构地区:[1]华南师范大学教育科学学院
出 处:《课程.教材.教法》2011年第4期3-10,共8页Curriculum,Teaching Material and Method
基 金:全国教育科学“十一五”规划2010年度教育部重点课题“杰出人才培养取向下高中专业分化选修制度比较研究”(批准号:DDA100216)之部分成果
摘 要:2002年教育部颁布《全日制普通高级中学课程计划》,提出了专业分化选修课程的理念;2006年教育部陆续批复先行改革各省区的高考招生方案.以文理分化为主流;2010年中共中央国务院印发《国家中长期教育改革和发展规划纲要(2010—2020年)》,要求着重提升和考核综合素质。研究发现,高中课程、高考科目与高校招生三个环节之间,存在着难以调和的矛盾。考察美国、英国等,发现它们都以专业分化为理念,协调一致地贯彻于上述三个环节之中。我们也应当在适量的共同基础之上,提供专业分化科目供学生选修选考。从而培养和选拔各类通才、各类专才。In 2002, the Ministry of Education promulgated the Full-time Regular. Senior Secondary School Curriculum Program, which put forward the idea of intended-major-oriented elective courses. From 2006 onwards, the MOE approved successively college entrance examination and admission policies of five provinces and autonomous regions, being mainly characterized by the differentiation between the arts or science candidates. In 2010, the MOE issued National Outline for MediUm and Long-term Education Reform and Development (2010-2020), with emphasis on the supremacy of fostering and assessing students' comprehensive capacities. Obviously, there are inherent contradictions and conflicts among three aspects Of senior secondary school curriculum, college entrance examination courses and college admission requirements. Looking into the education systems of Hong Kong, Taiwan, the United States and Britain, we find that the above mentioned three aspects are all based on the idea of curriculum differentiation among intended-major candidates in those regions and countries. Therefore, in addition to appropriate required courses, we must also offer enough major-oriented elective courses, which should play a vital part of college admission requirements. Multiple pathways for all kinds of intended-major candidates help to cultivate and select a great variety of generalists and specialists.
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