“预期课程”框架下的学习机会探析  

A study of “learning opportunity” in the perspective of the Intended Curriculum Model

作　　者：靳玉乐[1] 全晓洁[1] 

机构地区：[1]西南大学教育学部,重庆北碚400715

出　　处：《云南师范大学学报（哲学社会科学版）》2017年第1期115-123,共9页Journal of Yunnan Normal University：Humanities and Social Sciences Edition

摘　　要："预期课程"框架描述了课程知识在教学系统内,如何从系统层面流动到教师层面,再到学生层面,最后反馈给系统层面的全过程。在此框架中,学习机会是指学生学到"预期课程"的机会,良好的学习机会结构意味着静态的课程一致性和动态的课程适应性。由于系统层面的能力分层制度和评价制度、教师层面的专业素养匮乏和学生层面的个体差异性因素,导致学习机会在供给、分配和接收过程中的失衡。优化学习机会的关键在于落实三级课程管理制度,保障"预期课程"的普适性;拓宽课程资源渠道,增强"实施课程"的具身化;引入多元评价方式,提升"获得课程"的灵活性。The Intended Curriculum Model describes the whole hierarchical process in which classroom knowledge is transferred from the relevant knowledge system to the teachers, then to the students, and then vice versa. In this process, the learning opportunity refers to the students＇ opportunity for learning the intended courses while the good learning opportunity refers to the consistency in static curriculums and the adaptability in the dynamic curriculums. The different abilities and assessments at the level of the education system, the teacher＇s lack of professional qualities and the individual differences among the students have led to unfair learning opportunities.. The key to the optimizing of learning opportunities relies on the implmentation of the three-level curriculum management policy to ensure the universality of the intended curriculums, more channels for more curriculum resources, the successful implementation of intended courses, the application of multi-evaluation methods and more flexible access to intended courses.

关 键 词：学习机会 “预期课程”模型 课程一致性 课程适应性 

分 类 号：G423.06[文化科学—课程与教学论]