我国台湾地区中小学课程改革的历史演进与未来走向  

Historical Evolution and Future Trend of Curriculum Reform in Primary and Secondary Schools in China's Taiwan Region

作　　者：火婧 王飞 HUO Jing;WANG Fei(Faculty of Education,Shandong Normal University,Jinan,Shandong,250014,PRC)

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《当代教育与文化》2023年第2期79-85,91,共8页Contemporary Education and Culture

摘　　要：应社会经济发展对教育要求的持续变化,我国台湾地区的课程变革先后历经了学科课程发展阶段、四育并重课程发展阶段、科际课程发展阶段、统整课程发展阶段和核心素养导向的课程发展阶段。为了全面落实基于核心素养的课程改革,教育主管部门从课程设计、课程实施、课程评价等维度进行了一系列调整与变革,丰富了课程的类型、增强了课程的整合性、提高了课程参与的多元化、提升了课程的衔接性,但仍存在课程整合程度不高、课程评价引导力不强、课程实践育人功能发挥不足等问题,需要以跨学科主题学习的方式统整课程,以素养为导向实现课程内容的结构化,以及构建清晰的学业质量评价标准等深化课程改革。In response to the ever-changing requirements of social and economic development for education,curriculum reform in China's Taiwan region has successively gone through the stages of subject-oriented curriculum development,equal-emphasis curriculum development,interdisciplinary curriculum development,integrated curriculum development,and core competency-oriented curriculum development.In order to fully implement the curriculum reform based on core competency,the education authorities,have made a series of adjustments and changes in the aspects of curriculum design,implementation and evaluation,which have enriched the types of curriculum,enhanced the integration of curriculum,increased the diversity of curriculum participation and improved the articulation of curriculum.However,there are still problems such as a low level of curriculum integration,weak guidance in curriculum evaluation and inadequate exercise of the practical education function of the curriculum.There is a requirement to deepen curriculum reform by unifying the curriculum in an interdisciplinary thematic learning approach,structuring the content of the curriculum in a competency-oriented manner and constructing academic quality evaluation criteria with clear standards.

关 键 词：课程改革 核心素养 课程统整 学业质量标准 

分 类 号：G622.3[文化科学—教育学] G527.58