学校课程实施中的两次转化与改进  

Two Transformat ions and Improvements in School Curriculum Implementation

作　　者：何文君 柳夕浪 He Wenjun;Liu Xilang

机构地区：[1]教育部课程教材研究所中小学课程研究中心,北京100816 [2]山东师范大学教育学部,济南250014

出　　处：《课程．教材．教法》2023年第6期11-18,共8页Curriculum，Teaching Material and Method

基　　金：全国教育科学“十四五”规划2021年度教育部青年课题“我国中小学少数民族语言文字教材管理问题研究”(EMA210399)。

摘　　要：在国家层面,以核心素养为纲的课程设计已基本完成,基础教育课程改革进入以课程实施为重点、加快建设高质量教育体系的新阶段。如果说课程开发侧重将实践形态的课程转化为文本课程的话,那么课程实施则侧重将文本形态的课程转化为实践形态的课程,它的责任主体是学校。进一步讲,学校课程实施由先后相继并交互作用的两次转化构成:学校课程决策安排与课堂(班级)互动生成,是在课程文件与学校实际情况的双重约束与启发下完成的。改进转化过程、提高课程实施水平,需要具体分析转化的实质及有关约束和启发等影响因素,促进课程的文本形态与实践形态的联结、融通。At the national level,curriculum design based on core competency is basically completed,and curriculum reform of basic education has entered a new stage,focusing on cur riculum implementation and high-quality educat ional system.Cur riculum development focuses on transforming curriculum form from practice to text,while curriculum implementation is opposite to it and its subject of responsibility is school.Furthermore,the implementation consists of two successive and interactive transformations;the transformation of school curriculum decision-making and classroom(class)interaction,which is completed under the constraints and inspiration of curriculum document and school condition.To improve the transformation and implementation,it is necessary to analyze the essence of transformation and related factors such as constraints and inspiration,so as to promote the connection and integration of the two forms of curriculum.

关 键 词：学校课程实施 课程形态 转化过程 

分 类 号：G423.07[文化科学—课程与教学论]