回归学科研究——课程改革的深化逻辑  

Returning to Subject Research:The Deepening Logic of Curriculum Reform

作　　者：张廷凯[1] 牛瑞雪[1,2] 

机构地区：[1]人民教育出版社,北京100081 [2]北京师范大学教育学部,北京100875

出　　处：《课程．教材．教法》2017年第2期10-15,共6页Curriculum，Teaching Material and Method

摘　　要：由于未能处理好课程改革理念与学科课程设计、教育理论生成与实践研究匮乏、全面发展育人目标与分学科学习实现几对矛盾,进入深水区的课程改革显现理论创新动力不足,实践研究浮躁化、功利化倾向严重等问题。课程改革进一步深化亟须回归扎实的学科研究。巩固学科课程根基,反哺课程顶层设计;扎根学科教学研究,激发教育理论创新;立足学科发展核心素养研究,共塑学生发展核心素养。Having failed to solve the contractions design of subject curriculum, between the shortage of study, and between the whole personal development between the idea of curriculum reform and the the generation of education theory and practical and subiect learning, several serious problems appear in the deepening period of curriculum reform, such as. lacking of the creative motivation on theory, the fickleness of practical study and the tendency of utilitarianism. There is an urgent need for returning to the sound subiect research for deepening curriculum reform, which calls for consolidating the foundation of subject curriculum, returning back to the top-level design of the curriculum, taking root in subject teaching research, stimulating the creation of education research, being based on the key competencies research on subject development and building up the key competencies for students＇ development.

关 键 词：学科研究 课程改革 学生发展核心素养 学科发展核心素养 

分 类 号：G423.07[文化科学—课程与教学论]