【摘要】：課程是學(xué)校教育的核心內(nèi)容,學(xué)校的教育目標(biāo)、教育價(jià)值主要是通過課程來體現(xiàn)和實(shí)施,因此課程改革也成為了教育改革的關(guān)鍵所在。2001年,我國新一輪國家基礎(chǔ)教育課程改革正式啟動(dòng),出臺的《基礎(chǔ)教育課程改革綱要(試行)》和《國務(wù)院關(guān)于基礎(chǔ)教育改革與發(fā)展的決定》的文件中明確提出：為保障和促進(jìn)課程適應(yīng)不同地區(qū)、學(xué)校和學(xué)生的需要,要實(shí)行國家、地方和學(xué)校三級課程管理。但這樣的課程管理模式,在豐富了學(xué)校課程的同時(shí),也造成了課程門類眾多,課程內(nèi)容交叉雜糅與重疊現(xiàn)象嚴(yán)重,課程資源浪費(fèi)和學(xué)生課業(yè)負(fù)擔(dān)過重的現(xiàn)象。讓全面提高學(xué)生素質(zhì)、促進(jìn)學(xué)生健康發(fā)展、減輕學(xué)生課業(yè)負(fù)擔(dān)的目標(biāo)成了一句空洞的口號。在《基礎(chǔ)教育課程改革綱要(試行)》、《關(guān)于全面深化課程改革,落實(shí)立德樹人根本任務(wù)的意見》、《國家中長期教育改革和發(fā)展規(guī)劃綱要》(2010——2020年)等文件中有這樣的表述：小學(xué)以綜合課程為主；鼓勵(lì)學(xué)校進(jìn)行多樣化的課程整合,加強(qiáng)教學(xué)與兒童社會(huì)生活的聯(lián)系；要率先實(shí)現(xiàn)小學(xué)生減負(fù),學(xué)校要把減負(fù)落實(shí)到教育教學(xué)的各個(gè)環(huán)節(jié),給學(xué)生留下了解社會(huì)、深入思考、動(dòng)手實(shí)踐的時(shí)間。課程整合研究是關(guān)注學(xué)生終身發(fā)展,著眼于學(xué)生整體發(fā)展的具體行動(dòng)。追求課程的綜合化,倡導(dǎo)課程回歸兒童生活和經(jīng)驗(yàn),整合的學(xué)習(xí)思路能讓學(xué)生學(xué)習(xí)得更輕松快樂,也更有效。筆者是一位在小學(xué)一線工作的教師,對小學(xué)教育階段的學(xué)校課程整合問題有較多地關(guān)注,本文主要從課程整合層面出發(fā),通過親歷和解讀現(xiàn)行小學(xué)階段課程整合的發(fā)展及實(shí)踐狀況,在反思與探索的基礎(chǔ)上對課程整合的內(nèi)在價(jià)值和實(shí)踐成效進(jìn)行探討。本文分四個(gè)章節(jié)進(jìn)行呈現(xiàn)：第一章節(jié)：導(dǎo)論部分。闡述了選題緣由、文獻(xiàn)述評、核心概念界定、研究的方法四個(gè)部分,詳細(xì)論述了本研究的緣起、意義和目的。第二章節(jié)：以武漢市小學(xué)教育階段為例,通過問卷調(diào)查、訪談等實(shí)際調(diào)研,分析現(xiàn)行小學(xué)課程整合及課業(yè)負(fù)擔(dān)問題現(xiàn)狀。第三章節(jié)：通過對小學(xué)課程整合的價(jià)值取向、原則要求、基本模式的分析及課程整合內(nèi)容的例舉,具體闡述了如何進(jìn)行小學(xué)教育階段課程整合。第四章節(jié)：分析小學(xué)課程整合的保障條件及對課程整合前景的展望。筆者希望通過對歷史資料的收集、對現(xiàn)實(shí)案例的整理、對實(shí)際情況的調(diào)研,用具體數(shù)據(jù)及實(shí)用方法來說明在小學(xué)教育階段進(jìn)行課程整合的意義以及具體如何進(jìn)行課程整合的設(shè)計(jì)與實(shí)施。
[Abstract]:The curriculum is the core content of the school education, the educational goal of the school, the educational value is mainly embodied and implemented through the curriculum, so the curriculum reform has also become the key point of the educational reform. China's new round of national basic education curriculum reform officially launched, The introduction of the outline of Curriculum Reform in basic Education (trial) and the decision of the State Council on the Reform and Development of basic Education clearly state that in order to ensure and promote curriculum adaptation to the needs of different regions, schools and students, National, local and school level curriculum management should be implemented. However, this mode of curriculum management not only enriches the school curriculum, but also leads to a large number of curriculum categories, the phenomenon of overlapping and overlapping of curriculum content, the waste of curriculum resources and the overburden of students' work. It is an empty slogan to improve the quality of students, promote the healthy development of students, and lighten the burden of students' work. In the outline of Curriculum Reform for basic Education (trial implementation), the opinion on deepening Curriculum Reform in an all-round way and implementing the fundamental Task of establishing morality and cultivating people, Such documents as the outline of the National medium-and long-term Educational Reform and Development Plan (2010-2020) include the following: primary schools are dominated by integrated curricula; (B) encourage diversified curriculum integration in schools and strengthen the link between teaching and the social life of children; We should take the lead in reducing the burden of primary school students, and schools should put it into every link of education and teaching, leaving time for students to understand the society, to think deeply, and to put it into practice. Curriculum integration research is concerned with students' life-long development, focusing on the students' overall development of concrete actions. Pursuing the integration of curriculum, advocating the curriculum returning to children's life and experience, integrating learning ideas can make students study more easily and happily, and more effectively. As a teacher working in the first line of primary school, the author pays more attention to the problem of school curriculum integration in the primary school education stage. This paper starts from the level of curriculum integration. On the basis of reflection and exploration, this paper probes into the intrinsic value and practical effect of curriculum integration based on the experience and interpretation of the development and practice of curriculum integration at the current stage of primary school. This article is divided into four chapters: the first chapter: introduction. The reasons, literature review, definition of core concepts and research methods are described in detail. The origin, significance and purpose of this study are discussed in detail. The second chapter: take Wuhan elementary school education stage as an example, through questionnaire survey, interview and so on actual investigation, analyzes the current primary school curriculum conformity and the lesson burden question present situation. The third chapter, through the value orientation, the principle requirement, the basic mode analysis and the curriculum integration content of the primary school curriculum integration, expounds in detail how to carry on the elementary school education stage curriculum integration. Chapter four: analyses the guarantee conditions and prospects of curriculum integration in primary schools. The author hopes that through the collection of historical data, the collation of real cases, the investigation of the actual situation, Specific data and practical methods are used to explain the significance of curriculum integration in primary school education and how to design and implement curriculum integration.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G622.3

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本文編號：2457285