1978—2018年:中国课程改革当代史  

1978—2018:The Contemporary History of Curriculum Reform in China

作　　者：杨九诠 Yang Jiuquan(The Institute of Curriculum ＆ Instruction,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《课程．教材．教法》2018年第10期11-19,共9页Curriculum，Teaching Material and Method

摘　　要：1978—2018年中国课程改革当代史,依据政策文本和课程实践,以2000年为界,划分为前后两个阶段。前一阶段,1978—1985年的主要任务是教学话语的拨乱反正,1986—2000年初步确立了课程话语与制度。后一阶段的课程改革,是以2010年为界分为实验期与深化期,其间有一个转段的过渡过程。从教学话语到课程话语,是对课程改革当代史的总体刻画;这一历史线索可以简括为:"双基"—"三维目标"—"核心素养"。核心素养的理论与实践,标志着我国课程改革进入更全面、更深刻、更科学、更系统的阶段。新课程改革具有显著的审议品格。政策、学术、实践领域不同的识见和意见,参与构成和勾勒了课程改革当代史的境况与机理,也是教育治理现代化在课程领域的表征。Taking the year 2000 as the line of demarcation, the contemporary history of curriculum reform in China from 1978 to 2018 is classified into two stages. At the preceding stage 1978--1985, the major task was setting teaching discourse right. From 1986 to 2000, curriculum discourse and system were preliminarily established. The new curriculum reform at the latter stage can be classified into experimental period and deepening period and 2010 can be treated as the year of transition. ＂From teaching discourse to curriculum discourse＂ is the overall depiction of the contemporary history of curriculum reform. The key words of this development process can be summarized as. ＂double bases＂, ＂three-dimension goal＂ and ＂key competencies＂. The development of theory and practice of key competencies indicates that curriculum reform in China has reached a more comprehensive, profound, scientific and systematic level. New curriculum reform has significant deliberating characters. Different insights and opinions in the field of policy, academy and practice not only outline the context and texture of the contemporary history of curriculum reform, but also become a symbol of the modernization of education governance in the domain of curriculum.

关 键 词：中国课程改革 当代史 教学话语 课程话语 课程审议 

分 类 号：G423.07[文化科学—课程与教学论]