文化研学旅行课程开发的基本思路  

Basic Thinking of Cultural Studies Travel Curriculum Development in Schools

作　　者：唐旭 TANG Xu(School of Education,Shanghai Normal University,Shanghai,200234;College of Liberal Arts,Chongqing Normal University,Chongqing,401331)

机构地区：[1]上海师范大学教育学院 [2]重庆师范大学文学院

出　　处：《现代基础教育研究》2019年第4期40-46,共7页Research on Modern Basic Education

基　　金：重庆市教育科学“十三五”规划2017年度规划项目“中学语文教师核心素养体系建构与培养模式创新”（项目编号：2017GX272）的研究成果之一

摘　　要：中小学文化研学旅行因学科属性不明、课程内容拼凑、学习方式单一和课程评价缺失等弊病,陷入发展困境。从学习目标、学习内容、学习方式和学习评价四个要素,开发课程结构完备的文化研学课程,是突围这一困境的重要途径和基本思路。"3+N+2"文化研学旅行课程,是依循该思路并基于三大文化形态开发的以"N"项主题项目为学习内容,以"文化体验"和"文化解码"为学习方式的系列综合实践课程,体现出了显著的地域性和实践性。In cultural research travel,there have still existed such disadvantages as the unclear nature of the subject,the patchwork of curriculum content,the single learning style and a lack of curriculum evaluation,which lead it into a difficult position of development.It is an important and basic way to break through the predicament of cultural research travel to develop a curriculum with a complete curriculum structure from four elements of learning objective,learning content,learning style and learning evaluation."3+N+2",as a basic framework of cultural research travel curriculum,is based on this idea.Moreover,a series of such comprehensive practical courses have been developed based on the three cultural forms,which take"N"theme projects as the learning content and"cultural experience"and"cultural decoding"as the learning methods,and show the apparent regionality and practicality.

关 键 词：文化研学旅行 课程开发 课程要素 深度学习 

分 类 号：G63[文化科学—教育学]