本文選題：走班　切入點：訂單　出處：《江蘇教育研究》2016年28期

【摘要】：如果說"為每一個兒童設(shè)計課程"是把學生作為主體的開始,是關(guān)注到每一個兒童個性、能力差異的起步,那么"讓每一個兒童主動參與課程"是進一步的繼承和發(fā)展,它不僅關(guān)注到學生學的主動性,還關(guān)注到他對課程的需求和主動參與課程的設(shè)計、實施和評價的意識。我校努力實現(xiàn)"讓每一個兒童主動參與課程"的課程改革,"十二五"期間開展了"訂單式走班制項目型科技校本課程"的實踐研究。
[Abstract]:If "designing curriculum for every child" is the beginning of taking the students as the main body and paying attention to the differences of each child's personality and ability, then "letting every child take the initiative to participate in the curriculum" is a further inheritance and development.It not only pays attention to the students' initiative in learning, but also concerns his awareness of curriculum demand and active participation in the design, implementation and evaluation of the curriculum.Our school strives to realize the curriculum reform of "let every child take the initiative in the curriculum". During the "12th Five-Year Plan", the practical research on the "order walking class system project science and technology school-based curriculum" was carried out.
【作者單位】： 無錫新區(qū)實驗小學;
【基金】：江蘇省教育科學“十二五”規(guī)劃重點自籌課題“讓每一個兒童主動參與課程設(shè)計的校本研究”(B-b/2011/02/203)成果
【分類號】：G623.6

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1 潘亞農(nóng);;淺議科技課程的教學方法(英文)[J];巢湖學院學報;2012年03期

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