超越课程实施的忠实取向——“后课改”时代课程实施的再认识  

Faithful Orientation Beyond the Curriculum Implementation——Recognition of Curriculum Implementation in the Era of “Post-curriculum Reform”

作　　者：严仲连[1] 李容香 YAN Zhong-lian LI Rong-xiang(Faculty of Education, Northeast Normal Universit)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《教育理论与实践》2017年第10期51-55,共5页Theory and Practice of Education

基　　金：全国社会科学基金项目"农村社区儿童服务现状与质量保障机制研究"(项目批准号:15BSH129)的阶段性研究成果

摘　　要：我国基础教育领域中忠实课程实施取向经历了拥护—否定—再发展的二次转折。在"后课改"时代,课程实施的忠实行为再度得到认可,但忠实的对象与忠实的内容都发生了变化。忠实取向再度受到认可的主要原因是:现实中存在的科层制式高控制管理、部分教师参与课改的意愿不强、部分教师素质不高以及优秀教师课程方案的大量涌出。为适应这种变化,需要选择更多的区域内优秀课程方案,配套相应的管理制度,激发教师参与新课改的内驱力。In the field of basic education in our country, the implementation of faithful curriculum has experi- enced the second turning from support to denial to redevelopment. In the era of ＂post-curriculum reform＂, the faithful behavior of curriculum implementation has been recognized once again, but the faithful object and content have changed. The main reasons for recognizing the faithful orientation are as follows： there exists the high-control manage- ment of bureaucratic type in reality, some teachers are lacking in willingness to participate in the curriculum reform, some teachers are low in quality and excellent curriculum plans pour out.To cope with these changes, we need to choose more regional excellent curriculum plans, set up the corresponding management system and inspire the internal drive of teachers to have a hand in the new curriculum reform.

关 键 词：课程实施 忠实取向 “后课改”时代 

分 类 号：G423[文化科学—课程与教学论]