缘何重视“言语活动”及其课程设计与实施——基于日本新一轮课程改革动向的探析与思考  

Why Japan Gives Priority to "Speech Acts" and the Design and Implementation of Course Curriculum——A tentative Study on Japan's New round Curriculum Reform

作　　者：王保中[1] 李广[2] 

机构地区：[1]山东枣庄学院心理与教育科学学院,山东枣庄277160 [2]东北师范大学教育学部,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2013年第4期193-196,共4页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：教育部人文社会科学研究一般项目(规划基金项目)(11YJA880046)

摘　　要：日本文部科学省于2008年3月修订了小学、初中学习指导要领,2009年3月修订了高中和特别支援学校的学习指导要领。小学于2011年4月已经全面施行新的学习指导要领,初中从2012年4月,高中从2013年4月开始全面实施新的学习指导要领。日本新的学习指导要领高度重视"言语活动",并把"言语活动"作为重要的课程内容贯穿于全部教育课程之中,其课程设计与实施也紧紧围绕"言语活动"展开。The Japanese Ministry of Education revised the outline of education for elementary schools and middle schools in March 2008 and that for high schools and specially-aided schools in March,2009 respectively.The elementary schools started to implement the new outline of education from April,2011,and so did the middle schools from April,2012,and so will the high schools from April,2013.Japanese new outline of educations gives high priority to ＂Speech Acts＂,and takes it as an important part in the process of teaching.The design of their curriculum and its implementation are hereby centered around the ＂Speech Acts＂.

关 键 词：言语活动 课程改革 生存和生活能力 

分 类 号：G42[文化科学—课程与教学论]