社团活动课程化的逻辑、困境与出路  

Logic,Dilemma and Path of the Curriculum Transformation of Club Activity

作　　者：晋银峰[1] 李伊人 Jin Yinfeng;Li Yiren

机构地区：[1]洛阳师范学院教育科学学院,洛阳471934

出　　处：《课程．教材．教法》2024年第4期27-34,共8页Curriculum，Teaching Material and Method

基　　金：2022年度国家社会科学基金项目“‘双减’政策下小学课后服务质量评价体系的循证研究”(22BSH057)。

摘　　要：社团活动课程化要遵循活动课程开展的理论逻辑、社团学科融合创新的发展逻辑和中小学生成长的心理逻辑。课程化实践过程中因违背三重逻辑出现的困境通常表现为社团活动课程主体行为偏差、社团创新性薄弱以及学生个性化发展受困。实现中小学社团活动课程化的出路主要有三个方面:重塑课程价值追求,优化社团管理机制;转变社团发展理念,更新技术整合应用;深化社团培养目标,回归学生世界。The curriculum transformation of club activity should follow the theoretical logic of the implementation of activity curriculum,the development logic of the integration and innovation of club discipline,ami the psychological logic of the self-growth of primary and secondary school students.The dilemma that violates the triple logic in the process of curriculum practice is usually manifested in the deviation of the main body's behavior of club activity curriculum,the weak innovation,and the difficulty of students’individualized development.The path to realize the transformation includes reshaping the value pursuit of curriculum and optimizing club management mechanism,changing the concept of club development and updating the integration and application of technology,and deepening the goal of club cultivation and returning to the world of students.

关 键 词：“双减” 课后服务 社团活动 活动课程化 

分 类 号：G423.04[文化科学—课程与教学论]