义务教育拓展性课程建设的三重审视——基于浙江拓展性课程建设的实践分析  

Triple Review of the Construction of Compulsory Educat ion Extended Curriculum:Based on the Practice of Extended Curriculum Construction in Zhejiang

作　　者：严从根[1,2] 李丽[1] Yan Conggen;Li Li

机构地区：[1]杭州师范大学经亨颐教育学院,杭州311121 [2]杭州师范大学中国教育现代化研究院,杭州311121

出　　处：《课程．教材．教法》2023年第7期18-23,共6页Curriculum，Teaching Material and Method

基　　金：浙江省哲学社会科学规划立项课题“义务教育拓展性课程开发的浙江经验研究”(19NDJC064YB)。

摘　　要：义务教育拓展性课程建设的初衷是培育学校的办学特色,促进学生全面而有个性地发展。但是,现实中的拓展性课程建设常常脱离学校理念性文化和特色地域性资源,忽视学生需求和兴趣,既没能彰显学校办学特色,也未能促进学生全面而有个性的发展。为突破拓展性课程建设的现实困境,学校要立足自身办学理念设计课程框架,聚焦特色资源挖掘课程要素,以“五育”为纲构建课程体系,以学生为本建构课程实施路径,围绕育人目标构建课程评价体系,最终实现拓展性课程建设的价值回归。The original intent ion of the construction of compulsory education extended curriculum is cultivating school characteristics and promoting students'comprehensive and personal development.However,in practice,the construction often deviates from schools'ideological culture and regional resources,ignores the needs and interests of students,and fails to highlight schools'charac teristics and promote students'development.To break through the dilemma of the construction,schools should be based on their own schoolrunning concept design cur riculum framework,focus on resources to mine curriculum elements,construct curriculum system according to the five domains of education,take student-oriented curriculum implementat ion path,build evaluation system around educational target,and finally realize the value of the construction.

关 键 词：义务教育 拓展性课程 办学特色 个性发展 

分 类 号：G423.07[文化科学—课程与教学论]