课程综合化实施的理论旨趣与实践路径  

Theory Orientations and Practical Paths of Integrated Curriculum Implementation

作　　者：杨明全[1] YANG Ming-quan(Institute of International and Comparative Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《教育学报》2018年第6期57-64,共8页Journal of Educational Studies

基　　金：北京市教育科学"十三五"规划2017年度优先关注课题"北京市中小学课程改革与综合化实施的理论与实践研究"(课题批准号:BEDA17034)的成果

摘　　要："课程综合化实施"并不是具体的某一种实施课程的方式或方法,而是中小学校为落实国家课程改革的理念和要求而在学校层面上推进课程建设的行为方式的总称,是课程改革和实践创新的产物,体现了我国教育工作者在课程实践形式和课程实施方式领域的新探索。课程综合化实施的理论基石是马克思主义关于人的全面发展学说,它致力于促进学生核心素养发展从而体现出整体主义的价值追求。课程综合化实施的三条基本路径是:三级课程整合;跨学科教学设计与整合;主题性课程单元设计与实施。Integrated Curriculum Implementation is not a specific way or method of curriculum implementation,but a general term for the behavior of primary and secondary schools to promote curriculum construction at the school level.It is the product of curriculum reform and practice innovation,which reflects the new exploration of Chinese educators in the field of curriculum practice and curriculum implementation.The author believes that Marxist Theory of Comprehensive Development of Man is the theoretical basis of the term,and it reflects the value pursuit of holism.At last,three paths of Integrated curriculum Implementation are discussed basically,which are:(1)integration of National Curriculum,Local Curriculum and School-based Curriculum;(2)interdisciplinary teaching design and integration;(3)design and implementation of thematic curriculum modules.

关 键 词：课程实施 综合化 理论旨趣 价值追求 实践路径 

分 类 号：G40-01[文化科学—教育学原理]