基于课程理解的对话教研:破解课改困境的一个新视角  

Dialogic Teaching Research Based on Curriculum Understanding Theory:A New Perspective of Solving the Difficulties in Curriculum Reform

作　　者：孟青 MENG Qing(Primary Education Research Department,Beijing Chaoyang Academy of Educational Sciences,Beijing 100021,China)

机构地区：[1]北京市朝阳区教育科学研究院小学教育研究部,北京100021

出　　处：《北京教育学院学报》2025年第1期62-66,共5页Journal of Beijing Institute of Education

基　　金：北京市教育科学“十四五”规划重点课题“新课标背景下小学语文跨学科学习实施困境及区域教研支持研究”(CADA24051)。

摘　　要：教研制度在中国基础教育课程改革中发挥了不可替代的作用。面对新时代的挑战,基于课程理解理论提出对话教研,即要突破教研主体局限,从单一到多元;突破教研目标局限,从忠实执行到理解创生;突破教研方式局限,从单向传递到对话共生,从而破解当前课程改革的困境,推进课程改革落地。The teaching research system has played an irreplaceable role in the curriculum reform of China′s basic education.Facing the challenges of the new era,based on the curriculum understanding theory,the study has proposed the dialogic teaching research,which involves breaking through the limitations of the teaching research subjects,from single to multiple;breaking through the limitations of teaching research goals,from faithful implementation to creation in understanding;breaking through the limitations of teaching research methods,from one-way transmission to coexistence through dialogues,thereby solving the current difficulties of curriculum reform and advancing the implementation of curriculum reform.

关 键 词：课程理解 教研制度 对话教研 

分 类 号：G40-03[文化科学—教育学原理]