论国家地方化课程及其实现——兼述民族团结教育课程之定位  

On the Nation-localized Curriculum and Its Realization

作　　者：邵晓霞[1,2] 

机构地区：[1]天水师范学院外语学院,甘肃天水741001 [2]西北师范大学教育学院,甘肃兰州730070

出　　处：《基础教育》2012年第2期18-23,共6页Journal of Schooling Studies

基　　金：国家社会科学基金项目"西北少数民族地区青少年文化认同与区域和谐文化培育研究"(项目批准号:08XZX010);教育部人文社会科学项目"高中新课程教学设计的理论与实践研究"(项目批准号:08JA880052)

摘　　要：国家地方化课程是遵照国家课程意旨并为适应地方需要而加以调适的课程,它能够满足课程价值主体的多元化需求。其出现取决于课程价值的多维取向,课程政策的"亦此亦彼"之需以及课程形式的"实然"与"应然"之双重特性。而该课程的实现须要求国家课程权力下放,地方政府承担课程责任并予以政策支持,提升教师的课程意识及其课程开发能力。如此,才能保证从"活动"走向"课程"的民族团结教育课程——这一"国家地方化"课程的合理设计及其科学合理的常态化实施,亦才能实现我国课程改革的进一步深化。The nation-localized curriculum,which can satisfy the diversified need of the value subject of the curriculum,is ad-justed to accord with the nation-based curriculum as well as the local-based curriculum.The nature of the curriculum is determined by the multi-dimensional orientation of its value,the combination need of the curriculum policy and the dual features of ＂to be＂and ＂ought to be＂forms of the curriculum.It requires the decentralization of nation-based curriculum,the responsibilities local govern-ment for curriculum and the enhancement of teachers＇curriculum awareness and their ability to develop the curriculum.Only by this way can we guarantee the implementation of the ethnic unity course from＂activities＂to＂the course＂and further deepen the curriculum reform.

关 键 词：国家地方化课程 课程主体多元化 民族团结教育课程 

分 类 号：G423.07[文化科学—课程与教学论]