中小学劳动课程衔接的逻辑依据、现实问题与消解策略  

Logical Basis,Practical Dilemma and Resolution Strategy of Labor Education Curriculum Connection in Primary and Secondary Schools

作　　者：殷世东 李敏[1] YIN Shidong;LI Min

机构地区：[1]福建师范大学教育学院,福建福州350117

出　　处：《天津师范大学学报（基础教育版）》2023年第2期15-20,共6页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：福建省教育科学规划2021年基础教育高质量发展重点专项委托课题“福建省中小学研学实践和劳动教育教材研究与建设”(FJWTZD21-03)。

摘　　要：中小学劳动课程学段进阶及有效衔接是该课程有序、有效实施的重要保障。劳动课程衔接遵循经验生成的逻辑、课程层次的逻辑和认知发展的逻辑。然而,研究发现:当下劳动课程在具体设计与实施的过程中存在课程目标断层化、内容离散化、实施封闭化、评价静态化等不衔接的问题,影响其有序实施和目标达成。为了确保该课程学段进阶及合理衔接,研究认为,劳动课程设计必须保持课程目标的整体性和阶段性,注重课程内容的连贯性和协同性,坚持课程实施的一致性和持续性,体现课程评价的综合性和发展性等,才能形成有效衔接及进阶,也才能有序实施和达成目标。The effective connection of labor education curriculum in primary and secondary schools is an important link for the effective implementation of the curriculum and achieving the goal. The connection of labor curriculum follows the logic of experience generation, the logic of curriculum level and the logic of cognitive development. However, in the process of curriculum design and implementation of labor education in primary and secondary schools, there are some problems, such as the fragmentation of curriculum objectives, the discretization of curriculum content, the closure of curriculum implementation, the termination of curriculum evaluation and so on, which affect the effective implementation of the curriculum. Therefore, the curriculum objective design of labor education must maintain integrity and periodicity, the selection and organization of curriculum content must be paid attention to coherence and synergy,the curriculum implementation must adhere to consis tency and continuity, and the curriculum evaluation must reflect comprehensiveness and development, so as to promote the effective implementation of the curriculum and achieve the expected objectives of the curriculum.

关 键 词：中小学劳动课程 经验生成 认知发展 课程衔接 

分 类 号：G632.3[文化科学—教育学]