改革开放40年来教育学课程变革的历程与特点  

The History and Characteristics of Pedagogy Curriculum Reform since the Reform and Opening-up

作　　者：周海涛[1] 胡万山 Zhou Haitao, Hu Wanshan(Faculty of Education, Beijing Normal University, Beijing 100875, Chin)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《课程．教材．教法》2018年第4期11-15,共5页Curriculum，Teaching Material and Method

摘　　要：改革开放40年来,我国教育学课程的变革经过了"恢复发展""全面改革""转型探索"与"深化创新"四个阶段,课程目标定位越来越精准、课程内容结构越来越完善、课程实施方式越来越灵活、课程评价方式越来越适切。回顾我国教育学课程的变革历程,总结其发展特点和成就,有助于全面深化教育学课程改革,提高教育学专业人才培养质量。Since the reform and opening-up, the curriculum reform of pedagogy has taken tour stages, that is, ＂recovery development＂, ＂comprehensive reform＂, ＂transformation exploration＂ and ＂deepening innovation＂. In the past 40 years, the orientation of the curriculum objectives, the structure of curriculum content, the implementation and evaluation methods of curriculum, have become more and more accurate, perfect, flexible and integrated respectively. It is benefit for us to deepen the curriculum reform and to improve the quality of talent training, which reflects the history of pedagogy curriculum reform and summarize their characteristics and achievements.

关 键 词：改革开放 教育学课程 变革 特点 

分 类 号：G423.02[文化科学—课程与教学论]