美国不分级制教学组织模式课程设置的研究  

Study on Curriculum Setting of the Teaching Organizational Mode of Nongraded Education in America

作　　者：尹纳宇[1] 胡珠楠[1] 

机构地区：[1]贵州六盘水师范学院

出　　处：《外国中小学教育》2016年第9期11-17,47,共8页Primary & Secondary Schooling Abroad

基　　金：北京市教委科研计划“京津冀中学物理课堂环境的内在机制和发展策略研究”的课题研究成果之一

摘　　要：美国不分级制教学组织模式是学者基于分级制弊端所提出的改革举措。作为教学的重要组成部分,课程也承载了不分级制的改革思想。即使是依托分级制的不分级制课程,都具有课程实践由师生自主设计、设计不同的家庭作业等特点,以满足学生个性发展需求。而不依托分级制的不分级制课程则更加灵活,具有以课程单元而非学科为教学基本单位、学年课程兼顾纵横向知识发展、内容多样化层次化等特点,从而体现不分级制促进每一个学生全面发展的目的。On the basis of the drawbacks of the graded education, scholars proposed a reform measure called the nongraded education. The curricula, as an important part of the teaching activities, give such expression to the reform thought. The curriculum has characteristics as follows even though it is based on the graded education to meet the needs of the development of students＇ personality： the operation processes of the courses are designed by teachers and students themselves, homework is arranged with different levels of difficulty. However, the nongraded curriculum which is not relying on the graded education is more flexible than the graded one, and in order to promote all-round development of every student it carries the characteristics as follows： the curriculum units and not subjects are the teaching basic units, the courses for the whole year should be based on both horizontal and vertical knowledge development, and diversification and multi-level contents must be stressed etc..

关 键 词：不分级制 课程设置 

分 类 号：G571.2[文化科学—教育学]