英國“設(shè)計與技術(shù)”課程與我國綜合實踐活動課程比較研究
發(fā)布時間：2018-11-01 11:53
【摘要】：2001年,我國啟動了新一輪中小學(xué)課程改革。新課改的重要舉措是,在小學(xué)至高中學(xué)段增設(shè)綜合實踐活動課程,旨在打破傳統(tǒng)學(xué)科課程占主導(dǎo)地位的課程格局,培養(yǎng)學(xué)生創(chuàng)新精神和實踐能力。十多年的實踐表明,我國中小學(xué)綜合實踐活動課程在理論建設(shè)、實踐探索諸方面均取得長足進(jìn)步,在一定程度上促進(jìn)了學(xué)生綜合素質(zhì)的發(fā)展,亦推動了新課改的順利實施。然而,檢視該課程領(lǐng)域的理論研究與實踐探索不難發(fā)現(xiàn),無論在課程組織與內(nèi)容建設(shè)方面,還是在教師培訓(xùn)、課程監(jiān)管等方面,均存在一些亟待解決的問題。如課程內(nèi)容不夠豐富且缺乏連續(xù)性與創(chuàng)新性、師生自主探究性的主題活動較少;學(xué)生的學(xué)習(xí)方式仍以小組學(xué)習(xí)為主,學(xué)習(xí)時間只有課上的幾十分鐘,在課下沒有延伸,活動場所在教室,校外活動的機(jī)會較少,沒有使學(xué)生獲得接觸外界社會的直接體驗;任課教師的專業(yè)知識和素養(yǎng)有待提高;教育主管部門對課程的監(jiān)管力度不強(qiáng),尚未形成該門課程的教育合力等。能否切實解決好這些問題,不僅關(guān)系到該門課程的實施成效,也直接影響到新課改的成敗,甚至對素質(zhì)教育的實施效果也會產(chǎn)生較大影響。事實上,通過設(shè)置活動課程、綜合實踐課程等形式,培養(yǎng)學(xué)生的創(chuàng)新精神和實踐能力,或曰綜合能力、核心素養(yǎng)等,并非我國獨創(chuàng),世界諸多國家已有不少成功經(jīng)驗可資借鑒,如英國中小學(xué)的“設(shè)計與技術(shù)”課程業(yè)已實施20多年,已形成一套較為完善、得到廣泛認(rèn)可的課程模式。我國的綜合實踐活動課程在課程目標(biāo)等方面與其存在諸多共通之處,兩種課程在提出伊始都經(jīng)歷了迷茫困惑的實施階段,英國能通過一系列改革措施使課程不斷完善,我國也可以如此。系統(tǒng)梳理英國“設(shè)計與技術(shù)”課程發(fā)展的基本經(jīng)驗,對比查找我國綜合實踐活動課程存在的問題,并提出相應(yīng)的改善策略,對促進(jìn)我國該門課程和新課改的順利實施都具有重要意義。本研究共分為四個部分。緒論主要包括問題提出、研究目的與意義、國內(nèi)外研究現(xiàn)狀和研究方法。第一部分,從課程提出的背景、課程內(nèi)容、價值取向、評價機(jī)制、實施情況等方面對英國“設(shè)計與技術(shù)”課程進(jìn)行了較為詳細(xì)的介紹。第二部分,從課程理論建設(shè)和課程實施情況兩方面系統(tǒng)地梳理了我國綜合實踐活動課程的進(jìn)展情況。第三部分,從課程提出、內(nèi)容、目標(biāo)、認(rèn)知、評價和實施效果等多個維度對中英二門課程進(jìn)行對比研究,著重剖析了我國綜合實踐活動課程存在的問題。第四部分,從注重課程動態(tài)發(fā)展、加強(qiáng)課程資源開發(fā)、完善專職教師培訓(xùn)體系和加強(qiáng)學(xué)校、特別是校長在課程實施中的主導(dǎo)作用這四方面,提出了改善我國綜合實踐活動課程的對策與建議,以期更好地完善課程理論并推動該門課程的實施。
[Abstract]:In 2001, China launched a new round of curriculum reform in primary and secondary schools. The important measure of the new curriculum reform is to establish the comprehensive practical activity curriculum in the primary school to the senior middle school, in order to break the dominant curriculum pattern of the traditional subject course, and to train the students' innovative spirit and practical ability. The practice for more than ten years shows that the curriculum of comprehensive practical activities in primary and secondary schools in our country has made great progress in theory construction and practice exploration, to a certain extent, it has promoted the development of students' comprehensive quality and promoted the smooth implementation of the new curriculum reform. However, it is not difficult to find that there are some problems to be solved in the aspects of curriculum organization and content construction, teacher training, curriculum supervision and so on. For example, the contents of the curriculum are not rich enough and lack of continuity and innovation, and there are few thematic activities for teachers and students to explore independently; Students' learning style is still mainly group learning, learning time is only a few minutes in class, there is no extension after class, the activity place is in the classroom, the opportunity of out-of-school activities is less, and the students do not get direct experience of contact with the outside world. The teachers' professional knowledge and literacy need to be improved, and the supervision of the curriculum is not strong, and the educational resultant force of the curriculum has not been formed. Whether these problems can be solved effectively is not only related to the implementation of the course, but also directly affects the success or failure of the new curriculum reform, and even has a greater impact on the implementation of quality education. In fact, by setting up activity courses and synthesizing practical courses, it is not our country's originality to train students' innovative spirit and practical ability, or comprehensive ability and core accomplishment, but many successful experiences in many countries in the world can be used for reference. For example, the "Design and Technology" curriculum in British primary and secondary schools has been implemented for more than 20 years, and has formed a relatively perfect and widely accepted curriculum model. The curriculum of comprehensive practical activities in our country has a lot in common with it in the aspects of curriculum objectives and so on. The two courses have experienced a confused implementation stage at the beginning of their introduction, and Britain can make the curriculum perfect through a series of reform measures. The same can be said of our country. This paper systematically combs the basic experience of the development of "Design and Technology" curriculum in Britain, compares and finds out the problems existing in the curriculum of comprehensive practical activities in our country, and puts forward corresponding improvement strategies. It is of great significance to promote the smooth implementation of the course and the new curriculum reform in our country. This study is divided into four parts. The introduction mainly includes the question raising, the research purpose and the significance, the domestic and foreign research present situation and the research method. The first part introduces the design and technology curriculum in Britain in detail from the background, content, value orientation, evaluation mechanism, implementation and so on. In the second part, the author systematically combs the progress of comprehensive practical activity curriculum in China from two aspects: curriculum theory construction and curriculum implementation. In the third part, the author makes a comparative study of the two courses from the perspectives of curriculum proposal, content, goal, cognition, evaluation and implementation effect, and analyzes the problems existing in the curriculum of comprehensive practical activities in China. The fourth part focuses on the dynamic development of curriculum, strengthening the development of curriculum resources, perfecting the training system of full-time teachers and strengthening the leading role of the school, especially the principal in the implementation of the curriculum. The countermeasures and suggestions for improving the comprehensive practical activity curriculum in China are put forward in order to perfect the curriculum theory and promote the implementation of the course.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G632.3
本文編號：2303850
[Abstract]:In 2001, China launched a new round of curriculum reform in primary and secondary schools. The important measure of the new curriculum reform is to establish the comprehensive practical activity curriculum in the primary school to the senior middle school, in order to break the dominant curriculum pattern of the traditional subject course, and to train the students' innovative spirit and practical ability. The practice for more than ten years shows that the curriculum of comprehensive practical activities in primary and secondary schools in our country has made great progress in theory construction and practice exploration, to a certain extent, it has promoted the development of students' comprehensive quality and promoted the smooth implementation of the new curriculum reform. However, it is not difficult to find that there are some problems to be solved in the aspects of curriculum organization and content construction, teacher training, curriculum supervision and so on. For example, the contents of the curriculum are not rich enough and lack of continuity and innovation, and there are few thematic activities for teachers and students to explore independently; Students' learning style is still mainly group learning, learning time is only a few minutes in class, there is no extension after class, the activity place is in the classroom, the opportunity of out-of-school activities is less, and the students do not get direct experience of contact with the outside world. The teachers' professional knowledge and literacy need to be improved, and the supervision of the curriculum is not strong, and the educational resultant force of the curriculum has not been formed. Whether these problems can be solved effectively is not only related to the implementation of the course, but also directly affects the success or failure of the new curriculum reform, and even has a greater impact on the implementation of quality education. In fact, by setting up activity courses and synthesizing practical courses, it is not our country's originality to train students' innovative spirit and practical ability, or comprehensive ability and core accomplishment, but many successful experiences in many countries in the world can be used for reference. For example, the "Design and Technology" curriculum in British primary and secondary schools has been implemented for more than 20 years, and has formed a relatively perfect and widely accepted curriculum model. The curriculum of comprehensive practical activities in our country has a lot in common with it in the aspects of curriculum objectives and so on. The two courses have experienced a confused implementation stage at the beginning of their introduction, and Britain can make the curriculum perfect through a series of reform measures. The same can be said of our country. This paper systematically combs the basic experience of the development of "Design and Technology" curriculum in Britain, compares and finds out the problems existing in the curriculum of comprehensive practical activities in our country, and puts forward corresponding improvement strategies. It is of great significance to promote the smooth implementation of the course and the new curriculum reform in our country. This study is divided into four parts. The introduction mainly includes the question raising, the research purpose and the significance, the domestic and foreign research present situation and the research method. The first part introduces the design and technology curriculum in Britain in detail from the background, content, value orientation, evaluation mechanism, implementation and so on. In the second part, the author systematically combs the progress of comprehensive practical activity curriculum in China from two aspects: curriculum theory construction and curriculum implementation. In the third part, the author makes a comparative study of the two courses from the perspectives of curriculum proposal, content, goal, cognition, evaluation and implementation effect, and analyzes the problems existing in the curriculum of comprehensive practical activities in China. The fourth part focuses on the dynamic development of curriculum, strengthening the development of curriculum resources, perfecting the training system of full-time teachers and strengthening the leading role of the school, especially the principal in the implementation of the curriculum. The countermeasures and suggestions for improving the comprehensive practical activity curriculum in China are put forward in order to perfect the curriculum theory and promote the implementation of the course.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G632.3
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