课程调适论纲  

An Outline of Curriculum Accommodation

作　　者：王世伟[1] 

机构地区：[1]中山大学教育学院教科所,广东广州510275

出　　处：《教师教育研究》2012年第2期11-16,共6页Teacher Education Research

基　　金：国家社会科学基金"十二五"规划项目"中学教师课程决策研究"(CHA110127)

摘　　要：本文从教育系统的特性、课程实践的特征、教师角色定位三个角度论述了课程调适的核心假设。提出了课程调适时要依照"社会现实"、"课程标准"、"教师专业发展程度"与"学情"四个原则,主张调适围绕形式、内容、组织安排、评价与目标等五个层次进行调适,采取浓缩、扩展与调换三种基本的方法。This paper expounds key assumptions of curriculum accommodation from three angles such as features of the educational system, characteristics of curriculum practice, and orientation of the teacher role. There are four principles on curriculum accommodation, namely, social realities, curriculum standards, degrees of teacher professional development, and students＇ studies. The accommodation can be carried out a- round five grades of form, content, organized arrangement, evaluation and objective. And its basic methods contain concentration, extension and exchange.

关 键 词：课程调适 原则 层次 方法 

分 类 号：G423[文化科学—课程与教学论]