学校课程实施的逻辑与路径  

The Logic and Path of School Curriculum Implementation

作　　者：张盈盈[1] ZHANG Ying-ying(Institute of Education and Psychology,Yuncheng College)

机构地区：[1]运城学院教育与心理科学系

出　　处：《教育理论与实践》2024年第28期47-55,共9页Theory and Practice of Education

基　　金：云南师范大学2023年度研究生科研创新基金重点项目“义务教育阶段实践型课程的实施研究”(项目编号:YJSJJ23-A12)的阶段性研究成果。

摘　　要：学校是课程实施的责任主体,学校层面的课程实施是学校课程集体通过相关课程专业活动,将国家课程理念与规划转化为系统的育人实践规划与育人实践活动的过程。其本质指向教师领悟的课程,而不是班级层面运作的课程。学校课程实施是静态学校课程实施规划的理论逻辑和动态学校课程实施行动的实践逻辑双重转化的结果。而理论逻辑与实践逻辑转化的中介正是教师的课程惯习。教师课程惯习所遵循的实践优先原则,要求提升学校课程场域的专业性,增进教师的课程资本,以现实课程问题助推教师课程惯习的创生,构建学校课程实施的实践活动体系,以促进学校层面的课程实施。The school is the liability body in curriculum implementation.So the curriculum implementation at the school level is a process in which the school curriculum collective transforms the national curriculum concept and planning into the systematic educational planning and educational activities through the relevant professional activities related to curriculum.Its essence points to the curriculum that teachers understand,rather than the curriculum that operates at the class level.School curriculum implementation is the result of the double transformation of the theoretical logic of static school curriculum implementation planning and the practical logic of dynamic school curriculum implementation action.The intermediary between the transformation of theoretical logic and practical logic is the teachers’curriculum habit.The principle of practice priority followed by teachers’curriculum habits requires strengthening the professionalism of the school curriculum field,enhancing the curriculum capital of teachers,and promoting the creation of teacher curriculum habits and making solid the practical activity system of school curriculum implementation with practical curriculum problems to strengthen the curriculum implementation at the school level.

关 键 词：学校课程实施 课程实施规划 课程实施行动 教师课程惯习 课程场域 课程资本 

分 类 号：G423[文化科学—课程与教学论]