论学校课程规划的基本向度  

On the Basic Orientation of School Curriculum Planning

作　　者：车丽娜[1] 

机构地区：[1]教育部山东师范大学基础教育课程研究中心,山东济南250014

出　　处：《西北师大学报（社会科学版）》2015年第4期88-93,共6页Journal of Northwest Normal University(Social Sciences)

基　　金：教育部人文社会科学项目"复杂中的适应:基础教育学校变革的社会学分析(12YJA880039)"

摘　　要：学校在课程管理过程中必须承担起课程规划的职责。现实的学校课程规划主要有三个基本向度:首先,通过学校层面三级课程的资源整合,提升教育目标,发挥地域优势,彰显学校特色;其次,通过学习领域的组织,明确学科知识的关联性,关注学生的思维发展;再次,通过课堂教学的设计,实现整体化目标导向,制定弹性化教学任务,并使教学反思走向常态化。In three curriculum management systems , the school should take the responsibility for curriculum planning . T he school curriculum planning in reality has three basic dimensions ：enhancing the educational goals , taking advantages of districts and highlighting the school characteristics through the integration of resources in school level ;explicating knowledge relevance and paying more attention to students＇ thinking development through the organization of the learning ;realizing the overall goal‐oriented , formulating flexible learning tasks and making the teaching reflection towards normalization through classroom teaching design .

关 键 词：学校课程 课程规划 课程整合 教学设计 

分 类 号：G423[文化科学—课程与教学论]