学校课程品质发展的实践脉络与路径选择--以南京市学校课程建设为例  

Practice and Path of School Curriculum Quality Development: A Case Study

作　　者：林静[1,2] 洪劬颉 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097 [2]南京市教育科学研究所,江苏南京210002

出　　处：《江苏教育研究》2016年第4期46-50,共5页Jiangsu Education Research

基　　金：全国教育科学“十二五”规划2012年度单位资助教育部规划课题“区域提升学校课程品质的研究”(FHB120479)成果

摘　　要：作为考察学校课程实践的重要概念,学校课程品质包含了质量和文化的双重意蕴,体现为五个重要的特征,即基础性、校本性、系统性、科学性、发展性;以此观察南京市学校课程品质的发展路径,可发现撬动学校课程品质发展的五大杠杆点:即从学校的教育哲学衍生出独特的课程愿景、用优化的课程结构支撑起完整的课程体系、以有效的课程领导催生具体的课程行动、以合理的课程评价推动长期的课程改进、以高效的课堂保障课程品质的实现,并以此预测了未来课程发展的三个走向:基于信息化、基于学生的学、基于资源的优化重组。School curriculum quality, as an important concept of measuring school curriculum practice, contains both quality and culture, which has five important characteristics： basis, school-based trait, system, science, and development. Observation of Nanjing school curriculum quality development paths shows five levers, which promote school curriculum quality development, are school educational philosophy producing unique course visions, optimized course structures supporting complete curriculum system, effective curriculum leadership bringing forth concrete course action, proper assessments promoting long-term curriculum reform, and efficient classroom teaching ensuring the realization of curriculum quality. Besides, three trends of future curriculum development are suggested such as information-based, students＇ learning-based, and resource-based optimization and restructuring.

关 键 词：学校课程品质 课程建设 实践路径 

分 类 号：G42[文化科学—课程与教学论]