农村课程改革十年:问题、成因与对策  

Decade of Rural Curriculum Reform: Problems,Causes and Countermeasures

作　　者：张新海[1] 

机构地区：[1]河南大学现代教育研究所,开封475001

出　　处：《教育发展研究》2012年第22期75-79,共5页Research in Educational Development

基　　金：2010年度教育部人文社会科学规划基金项目"农村课程改革的现状;影响因素及对策研究"(10YJA880181)阶段性成果

摘　　要：农村课程改革的实际情况不容乐观:农村学校地方课程和校本课程实施落空,部分学校没有完全按照新课程标准实施教学;农村学校教学组织结构变化缓慢,只达到了课程改革目标的47.5%;农村学校缺乏现代化的教学仪器设备,教师极少尝试和应用新的教学模式和教学方法;农村学校教学评价的理念和方法落后,教师的课程和教学知识仍需提高;新课程的理念没有内化为农村教师的教学信念。因此,我们必须提高认识,坚定不移地推动农村新课程改革,营造有利于农村课程改革的社会氛围,构建开放、合作、民主、创生的农村教师文化,为农村课程改革提供必要的经费支持,进行考试评价制度改革。The implementation status of rural curriculum reform directly determines the success of the national education curriculum reform.The actual situation of the rural curriculum reform is not optimistic.The implementation of the rural school local curriculum and school-based curriculum are not performed well in that some schools do not implement the new curriculum standards;the transition of rural school teaching organizational structure are slow and only complete 47.5 percent of the target;modern teaching instruments and equipment are insufficient in rural schools and teachers rarely apply new teaching mode and methods;ideas and approaches of teaching evaluation in the rural school lag behind and teachers＇ knowledge about teaching and course still need improvement;the concept of the new curriculum is not internalized to rural teachers＇ teaching beliefs.Therefore,we must raise our awareness and promote the new rural curriculum reform unswervingly.We also should create the supportive social atmosphere for the rural curriculum reform and construct an open,cooperative,democratic and creative culture for rural teacher.In addition,we should provide the necessary funding support for the rural curriculum innovation and reform the evaluation system.

关 键 词：农村课程改革 教学结构 教学模式 课程知识 价值内化 

分 类 号：G423[文化科学—课程与教学论]