从整齐划一到多样选择:改革开放40年中国课程改革之路  

From Uniformity to Variety:The Road of 40-Year Curriculum Reform in China

作　　者：柯政[1] KE Zheng(Institute of Curriculum and Instruction, East China Normal University, Shanghai, 200062 Chin)

机构地区：[1]华东师范大学课程与教学研究所

出　　处：《全球教育展望》2018年第3期3-18,共16页Global Education

基　　金：周勇教授主持的教育部人文社会科学重点研究基地重大项目<中国课程改革的历史文化传统与理论建构>(项目编号:16JJD880021)的研究成果

摘　　要：课程领域的40年改革开放过程并不是等速的,也不是以同一个"加速度"在发展。而是存在着一些对推动课程改革起着关键性作用的里程碑事件,这些里程碑事件就把40年课程改革划分成了四个发展阶段。40年课程改革始终围绕着一条改革主线进行的,那就是从怎么开始的、学什么、学多少、怎么学都是国家统一定制,到逐渐允许各地各校各老师根据情况进行有针对性的选择课程内容和进度的发展之路。简而言之,这40年课程改革就是从整齐划一逐渐走向多样选择的过程。这个成就主要体现在五大方面。The 40 years of reform and opening up in the curriculum is not uniform, nor is it evolving with the same ＂acceleration＂. Instead, there are some milestones that have played a key role in promoting curriculum reform, which have divided 40 years of curriculum reform into four stages. The 40 years of curriculum reform has revolved around the main line in reform all the time. That is, what to learn, how much to learn, and how to learn are from national unification to local variety-teachers from all over the country can choose course content and progress of the development according to the circumstances of the schools. In short, the 40 years curriculum reform is the process from uniformity to variety. This achievement mainly reflects five major aspects.

关 键 词：课程改革 整齐划一 多样统一 改革开放 

分 类 号：G423[文化科学—课程与教学论]