“三力”课程的构建逻辑、课程框架与校本实施  

Construction Logic,Curriculum Framework and School-based Implementation of“Three-Force”Curriculum

作　　者：胡杰 HU Jie(Shanghai Jincai High School,Shanghai,200135)

机构地区：[1]上海市进才中学,上海200135

出　　处：《现代基础教育研究》2024年第2期11-16,共6页Research on Modern Basic Education

摘　　要：构建指向核心素养的“三力”课程是促进学生个性化、教师专业化与学校特色化的必然行动。“三力”课程以核心素养为导向,遵循“学生发展核心素养—学校育人目标—课程指向的核心素养—课程设计目标”的步骤,由基础学术力课程、领导发展力课程和综合创新力课程构成。在课堂教学中采取分层教学、单元教学、深度教学与跨学科主题学习等多种方式。建立共识与价值认知、明确课程定位与目标、协同创新研制新方法、制订发展性评价体系,是未来提升“三力”课程的发力点。Constructing a“Three-Force”curriculum that points to core literacy is an inevitable action to promote student individualization,teacher professionalism and school characteristics.Based on the core literacy,the“Three-Force”curriculum follows the“core competencies of student development--school education goals--curriculum-oriented core literacy--curriculum design goals”step,and consists of basic academic competency courses,leadership development courses and comprehensive innovation courses.In classroom teaching,various teaching methods are adopted like layered teaching,unit teaching,in-depth teaching and interdisciplinary theme learning.It is the starting points for improving the“Three-Force”curriculum in the future to establish consensus and value recognition,to clarify curriculum positioning and goals,to innovate collaboratively and develop new methods,and to formulate a developmental evaluation system.

关 键 词：核心素养 “三力”课程 课程构建 课程实施 

分 类 号：G632.3[文化科学—教育学]