区域课程改革的瀑布模型及其推进策略  

lhe Waterfall Modlel and Promoting Strafegy of Regional Curriculum Reform

作　　者：杨四耕[1] Yang Sigeng(Shanghai Academ y of Educational Sciences,Shanghai 200032,China)

机构地区：[1]上海市教育科学研究院普通教育研究所,上海200032

出　　处：《课程．教材．教法》2020年第8期12-18,共7页Curriculum，Teaching Material and Method

摘　　要：区域课程改革模式主要有“自上而下”的空降模式、“自下而上”的草根模式和“平行主体”的分布模式三种。按照古德莱德“课程层级论”思想,区域课程改革的“瀑布模型”包含区域层面的“理想的课程”、学校层面的“正式的课程”、科组层面的“理解的课程”、教师层面的“实施的课程”和学生层面的“经验的课程”五个层级。每个层级内部都有一个“势能储层”,其中若干要素之间相互作用产生一定的能量,推动区域课程改革纵深发展。区域课程改革的瀑布式推进过程可以分为“接纳—采用—实施—提炼”四个阶段,每个阶段都有相应的推进策略。区域教育行政部门应汇聚多方面的力量,让课程改革呈现强有力的“瀑布效应”。There are three patterns of regional curriculum relorm,which are“top-down”pattern,“bottom-up”pattern and“parallel main body”pattern.According to Goodlad's theory of curriculum hierarchy,the regional curriculum reform includes live levels:the ideological curriculum at the level of region,the formal curriculum at the level of school,the perceived curriculum at the level of group,the operational curriculum at the level of teacher and the experiential curriculum at the level of student.There is a“potential energy reservoir”in each level,among which several lactors interact to produce certain energy,which promotes the in-depth development of regional curriculum relorm.The waterfall process of regional curriculum relorm can be divided into lour stages:acceptance,adoption,implementation and relinement,Each stage has its own corresponding promoting strategy.The regional educa tion administration departments should gather various forces to enhance the“waterfall effect”ol the curriculum relorm.

关 键 词：区域课程改革 课程层级论 瀑布模型 瀑布效应 

分 类 号：G423.07[文化科学—课程与教学论]