基于学生核心素养的学校课程建设:水平划分与干预实例  

School Curriculum Construction Based on Students' Core Literacies: Levels and Cases

作　　者：夏雪梅[1] 

机构地区：[1]上海市教育科学研究院普通教育研究所,上海200032

出　　处：《课程．教材．教法》2013年第7期11-16,共6页Curriculum，Teaching Material and Method

基　　金：2012年上海市教育科学规划重点项目(哲社)"上海市基础教育课程改革中核心观念与大规模课堂实施的一致性研究"的阶段性研究成果

摘　　要：学生的核心素养是整个学校课程的灵魂,统整学校课程规划和建设的各个要素。以学生核心素养与课程的关联一致性作为划分标准,将当前的学校课程分成六种水平:水平1:无关联的单一课程;水平2:无关联的碎片课程;水平3:表面关联的课程;水平4:实质关联的课程;水平5:部分实质关联的课程;水平6:有质量的素养课程。以S学校的课程干预研究为例,呈现将一所处于水平2的学校提升至水平4构建实质关联的学校课程的路径。The core literacies of students are the soul of the school curriculum which unify the planning and construction of school curriculum. According to consistency between core literacy and curriculum, we divided the school curriculum into five levels. Level 1：single course without association; Level 2. fragment courses without association; Level 3. curriculum frameworks with substantial association; Level 4： curriculum frameworks with substance association; Level 5. specific curriculum with partial substance association; Level 6. quality curriculum centered on core literacy. This article will present the process of the school which has improved from level 2 to level 4.

关 键 词：学生核心素养 课程规划 课程建设 水平划分 干预实例 

分 类 号：G423.07[文化科学—课程与教学论]