發(fā)布時(shí)間：2018-05-21 01:14

  本文選題：校本課程 + 學(xué)校課程體系��； 參考：《華東師范大學(xué)》2015年碩士論文

【摘要】：隨著國(guó)家基礎(chǔ)教育課程教學(xué)改革的不斷深入,學(xué)校有了更多的課程自主權(quán),學(xué)校課程的多樣性日益顯現(xiàn)。2001年6月8日,教育部頒布了《基礎(chǔ)教育課程改革綱要(試行)》,實(shí)行國(guó)家、地方和學(xué)校三級(jí)課程管理。從此,校本課程如雨后春筍般涌現(xiàn)。校本課程是為了彌補(bǔ)國(guó)家課程、地方課程的不足,是根據(jù)學(xué)校自身及周邊資源開(kāi)發(fā)的一套滿足學(xué)生個(gè)性化、多樣化需求的課程。學(xué)校整體的發(fā)展依賴于部分的發(fā)展,各部分的共同發(fā)展能夠推動(dòng)學(xué)校的長(zhǎng)遠(yuǎn)發(fā)展。所以,校本課程在發(fā)展的過(guò)程中,不能夠獨(dú)立自成一體,而必須和國(guó)家課程、地方課程相融合,在彼此的相互磨合中尋求共性,呈現(xiàn)個(gè)性,共同形成學(xué)校課程體系,彰顯教育特色,提高教育質(zhì)量。國(guó)家課程詮釋的是整個(gè)國(guó)家教育的目標(biāo)和內(nèi)容,地方課程和校本課程展現(xiàn)的則是各地區(qū)、學(xué)校的教育目標(biāo)和內(nèi)容。實(shí)現(xiàn)三者的相互融合,要全面考慮教材、內(nèi)容、課時(shí)、師資分配等因素。在具體的實(shí)踐過(guò)程中,校本課程在哪些方面需要與國(guó)家、地方課程相銜接?銜接中會(huì)出現(xiàn)哪些障礙和阻力?如何去解決這些問(wèn)題?以校為本的學(xué)校課程體系又是如何運(yùn)行的?等等問(wèn)題,是本論文的聚焦點(diǎn)。通過(guò)實(shí)踐探索,筆者總結(jié)出,實(shí)現(xiàn)學(xué)校課程體系的有序運(yùn)行,三級(jí)課程的相處之道在：課程目標(biāo)上的相通,課程內(nèi)容上的相接,課程時(shí)間上的相讓,課程資源上的相融。實(shí)習(xí)期間,筆者在浦東新區(qū)J學(xué)校任教三年級(jí)語(yǔ)文并負(fù)責(zé)班主任工作,也承擔(dān)了每周一下午的拓展課課程之一“國(guó)學(xué)誦讀”的講師,在暑期還擔(dān)任了該校城市少年宮“快樂(lè)閱讀”的講師,對(duì)該校的課程有所熟悉和體會(huì)。從早上的“陽(yáng)光體育活動(dòng)”到傍晚5點(diǎn)多才結(jié)束的“城市少年宮”,學(xué)生們有動(dòng)有靜,既在課堂上學(xué)到了很多知識(shí),又在課下“玩”到了許多樂(lè)趣,真是樂(lè)此不疲!因此,筆者將以浦東新區(qū)J學(xué)校為例,在實(shí)踐中分析學(xué)校從校本課程走向?qū)W校課程體系過(guò)程中遇到的問(wèn)題與相應(yīng)對(duì)的解決策略。
[Abstract]:With the deepening of the national basic education curriculum teaching reform, the school has more curriculum autonomy, the diversity of school curriculum is becoming increasingly apparent. June 8, 2001, The Ministry of Education promulgated the outline of basic Education Curriculum Reform (trial), which implements national, local and school curriculum management. Since then, school-based courses have sprung up. School-based curriculum is to make up for the national curriculum, local curriculum deficiencies, is based on the school itself and the surrounding resources to develop a set of personalized, diversified needs of the curriculum. The development of the whole school depends on the development of some parts, and the joint development of each part can promote the long-term development of the school. Therefore, in the course of the development of school-based curriculum, it cannot be independent, but must be integrated with national curriculum and local curriculum, seeking commonality, presenting individuality and forming school curriculum system. Highlight the characteristics of education, improve the quality of education. The national curriculum interprets the goal and content of the whole national education, while the local curriculum and the school-based curriculum represent the educational goals and contents of all regions and schools. In order to realize the integration of the three, we should consider the factors of teaching material, content, class time and teacher allocation. In the specific practice process, what aspects of school-based curriculum need to be linked with national and local curriculum? What are the obstacles and obstacles to convergence? How to solve these problems? How does the school-based curriculum system work? And so on question, is this paper the focal point. Through practice and exploration, the author concludes that to realize the orderly operation of the school curriculum system, the way to get along with the three-level curriculum lies in the communication of the curriculum objectives, the connection of the curriculum contents, the concession of the curriculum time, and the integration of the curriculum resources. During the internship, the author taught third-grade Chinese at J School in Pudong New area and was responsible for the class teacher's work. He also took on the lecturer of "Chinese Learning reciting", one of the extended classes on Monday afternoon. In the summer, he was a lecturer in Happy Reading at the Children's Palace of the University, familiar with and experienced with the school's courses. From the "Sunshine Sports" in the morning to the "City Children's Palace", which ended at more than 5 in the evening, the students are active and quiet. They have learned a lot of knowledge in the classroom, and "play" after class. They really enjoy it! Therefore, taking J School in Pudong New area as an example, the author will analyze the problems encountered in the process of the school from school-based curriculum to school curriculum system and the corresponding solutions in practice.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G632.3

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