基于信念的课程包创新:突破技术主义  

Belief’s Perspective on Curriculum Package: Beyond the Technicism

作　　者：黄黎明[1] 

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《现代教育技术》2012年第12期12-16,共5页Modern Educational Technology

基　　金：教育部人文社会科学研究项目"教学改革中知识信念的理论与实践研究"(项目编号:09YJC880036);广东省哲学社会科学"十一五"规划课题"知识教学的发展性价值及其实践策略:基础融贯论的观点与方法"(项目编号:08SJQ005)的研究成果

摘　　要：课程载体经历教科书和电子课本、课件、教学包、学习包、积件等不同形态的变迁,但由于固守"确定知识"的课程信念,时常陷入纯粹技术主义误区,不能有效支持资源型学习行动。亟须信念视角的反思和转向。课程包深刻领悟"学习者经验和动态知识"的课程信念,形成"心有学生"的课程眼光,适时融入教育技术趋势,有机融合课程材料库与课程材料整合技术平台,创建出信息化整合型的教学资源,创生学习者经验,是促进资源型学习深度实施的新出路。Course carrier has being shown the different forms of teaching materials, such as the textbook and courseware, teaching packages, learning package and the integrable ware. But they depend on the pure technicism and always stick to the belief of ＂unconditional knowledge＂ about curriculum, so cannot effectively support the resource-based learning. Curriculum package has deeply understand the belief of ＂the learner experience and dynamic knowledge＂, constructed curriculum vision of students, timely integrated and use of educational technology trends, to create the learner experience, promote the deep implementation of the resource-based learning.

关 键 词：课程信念 学习者经验 课程载体 课程包 

分 类 号：G40-057[文化科学—教育学原理]