应用性课程建设的理论构想与路径选择  

Theoretical Conceptions of Applied Curriculum Construction

作　　者：叶伟剑[1] 

机构地区：[1]宁波大红鹰学院现代教育技术中心,浙江宁波315175

出　　处：《宁波大学学报（教育科学版）》2014年第3期109-112,共4页Journal of Ningbo University(Educational Science Edition)

基　　金：2012年度浙江省教育规划课题(SCG127);2013年度浙江省教育规划课题(SCG329)

摘　　要：基于应用性课程建设的理论基础和价值取向考察可知,它是一批地方本科院校为提高人才培养的针对性和适应性而在课程建设及其教学模式上的改革和创新,应用性课程建设应在以知识的内在逻辑、学生的心理发展特征和现实社会需求作为根本着眼点的同时,积极面向社会发展需求而展开。路径选择上,应用性课程建设作为一项系统工程,应在确定载体、设计方案和组织实施各个环节,充分考虑各要素之间的有机融合和整体作用发挥,凸显课程建设的应用性、模块化和综合化特征。The purpose of this study is to explore the theoretical motivations and value orientation of applied curriculum that is designated to reform and innovate the teaching approaches and methods in regional colleges to improve the pertinence and suitability of talent training. It maintains that curriculum construction focus on the internal logic of knowledge, students＇ psychological characteristics, and demand of social development. As a systematic project, applied curriculum construction should give full consideration to its organic integration of various elements in the media, design and organization to highlight the inherent properties of applicability, modularity and integrity.

关 键 词：应用性课程 理论构想 路径选择 

分 类 号：G423.04[文化科学—课程与教学论]