学校主题课程群的构建与实践探析  

The Exploration of the Construction and Practice of Theme-based Curriculum Group at School

作　　者：林长山[1] 王玲湘[1] Lin Changshan;Wang Lingxiang(Tsinghua University Primary School, Beijing 100084, China)

机构地区：[1]清华大学附属小学

出　　处：《课程．教材．教法》2019年第8期124-130,共7页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金“十三五”规划2016年度教育学青年课题“小学语文主题教学新发展”(CHA160215)

摘　　要：清华大学附属小学主题教学针对“内容碎片化、人文工具割裂、教学方式单一”等问题,历经近30年的坚韧实践与持续研究,静悄悄地发生着从量变到质变,从一课带多课的“群”雏形到语文四个样态的“群”组合,进而到跨越学科边界的“群”整合,形成主题统领下的整合性的、序列性的、整体性的课程群这一新型的课程形态,进而实现育人要素的聚合效应。The theme-based teaching of Chinese language in primary school has some flaws, such as content fragmentation, isolation of humanism-instrumentalism, and single teaching method. During the 30 years of persistent experiments and continuous researches, the theme-based teaching o￡ Chinese language has gone through the development from quantitative change to qualitative change, which began with the prototype of the curriculum group "one lesson connected to other lessons", to the four forms of Chinese language curriculum groups, and to the integration of curriculum groups that crossed the boundaries of different subjects. Now it becomes an integrative, systematic and comprehensive curriculum form under the instruction of theme-based teaching, and realizes the convergence factors of cultivating people.

关 键 词：主题课程群 课程整合 

分 类 号：G423.07[文化科学—课程与教学论]