学校课程实施过程互动理论模型的建构  

On Construction of Interactive Theoretical Model of School Curriculum Implementation Process

作　　者：夏雪梅[1] 崔允漷[2] 

机构地区：[1]上海市教科院普教所,副研究员上海200032 [2]华东师范大学课程与教学研究所,教授上海200062

出　　处：《教育发展研究》2013年第24期1-5,10,共6页Research in Educational Development

基　　金：教育部哲学人文社会科学研究重点基地重大项目"义务教育阶段学校课程实施过程质量评估的理论和技术研究"(11JJD880003)的部分成果

摘　　要：完善的国家教育质量监测体系应该包括过程监测与结果监测。目前的教育质量监测中很少涉及真正的课程、教学等过程性变量。要建立教育过程与教育结果相一致的质量监测体系,需要一个描述性的学校教育过程的理论模型,以确立学校课程实施过程的证据变量框架。本文在文献研究和现场观察的基础上,以教师-学生互动、学生-方案互动、教师-方案互动为经,以时间、地点、行为、态度与观念四个参数为纬,建构了一个学校课程实施过程的质量证据变量框架。互动理论模型打破了课程层级观的线性模式,揭示了课程实施的复杂关系。To estabhsh an integral national education quality monitoring system should include process monitoring and outcome monitoring. The current monitoring of the quality of education rarely involves real curriculum, teaching and other process variables. To establish a process of education and educational outcomes consistent quality monitoring system requires a description of the theoretical model of school education process and a framework of relative variables. On the basis of literature research and field observations, we set an evidence framework by three interactions such as teacher - student, student - program, teacher - program, and four parameters such as time, place, behavior, attitudes and perceptions. Interactive theoretical model broke the layer-level view of the linear model, revealing the complex relationships among curriculum implementation.

关 键 词：课程实施 互动模型 过程监测 

分 类 号：G423[文化科学—课程与教学论]