本文關(guān)鍵詞：我國新世紀(jì)基礎(chǔ)教育課程改革從課程到課堂走向研究　出處：《湖南師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

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【摘要】：世紀(jì)之交,面對(duì)信息與科技的挑戰(zhàn)、教育與人才的競(jìng)爭(zhēng),世界主要教育發(fā)達(dá)國家都進(jìn)入了教育改革的浪潮之中。我國也相繼于1999年頒布了《中共中央國務(wù)院關(guān)于深化教育改革全面推進(jìn)素質(zhì)教育的決定》,2001年頒布了《基礎(chǔ)教育課程改革綱要(試行)》,發(fā)起了一場(chǎng)以“深化教育改革,全面推進(jìn)素質(zhì)教育”為宗旨的基礎(chǔ)教育課程與教學(xué)改革。此次課程改革以政府主導(dǎo)、專家引領(lǐng)、教師參與為特征,其具體做法是自上而下,整體推進(jìn),理念引導(dǎo),實(shí)驗(yàn)探索,漸進(jìn)鋪開,取得了諸多理論與實(shí)踐成果。然而,十余年來的實(shí)踐證明,基礎(chǔ)教育課程改革的目標(biāo)并沒有安全實(shí)現(xiàn),課堂沒有發(fā)生根本性的變化,先進(jìn)的課程理念、課程體系沒有轉(zhuǎn)化為先進(jìn)的課堂教學(xué)實(shí)踐。基于此,本研究遵循文獻(xiàn)檢索、現(xiàn)狀調(diào)查、理性省思、應(yīng)然把握、實(shí)踐策略的思路,對(duì)新世紀(jì)十余年來基礎(chǔ)教育課程改革現(xiàn)狀進(jìn)行了審理,肯定成就,正視問題,探尋原因,進(jìn)而從深化課改的角度分析新世紀(jì)基礎(chǔ)教育課程改革從課程到課堂走向的動(dòng)因與機(jī)理。接著,在分析課程改革主體及其行為之應(yīng)然基礎(chǔ)上,論述了“主體歸位”和“行為到位”思想。最后,提出并論述實(shí)現(xiàn)基礎(chǔ)教育課程未來改革從課程到課堂轉(zhuǎn)向的理念和策略措施。全文共分七章四個(gè)部分。第一部分為第一章,緒論。分別敘述并分析了選題緣由與研究意義、國內(nèi)外相關(guān)研究現(xiàn)狀與趨勢(shì)、研究?jī)?nèi)容等;界定了課程、課堂、新世紀(jì)基礎(chǔ)教育課程改革等核心概念;分析了研究的難點(diǎn)和創(chuàng)新點(diǎn)。第二部分為第二、第三章。分別敘述分析了課題的研究設(shè)計(jì)與調(diào)查實(shí)施,和課程現(xiàn)狀的分析與把握。第二章在分析研究假設(shè)的基礎(chǔ)上,對(duì)研究思路、研究方法、調(diào)查設(shè)計(jì)等進(jìn)行了說明;交代了調(diào)查實(shí)施的基本情況;對(duì)調(diào)查結(jié)果進(jìn)行了數(shù)值呈現(xiàn)、統(tǒng)計(jì)分析和總結(jié)分析。第三章通過審視我國新世紀(jì)基礎(chǔ)教育課程改革在促進(jìn)先進(jìn)教育理念傳播,建立具有中國特色且符合時(shí)代要求的新課程制度,制定并頒行新的課程計(jì)劃和課程文本,建立相對(duì)完善的教師培訓(xùn)制度等方面取得相當(dāng)成就的同時(shí),發(fā)現(xiàn)基礎(chǔ)教育課程改革也存在重課程輕課堂的嚴(yán)重問題,表現(xiàn)為:重理論課程輕實(shí)踐課程,重制度課程輕行為課程,重文本課程輕體驗(yàn)課程。對(duì)這些問題進(jìn)行的歸因分析,為我國新世紀(jì)基礎(chǔ)基礎(chǔ)教育課程改革實(shí)現(xiàn)從課程到課堂的轉(zhuǎn)向奠定了立論的基礎(chǔ)。第三部分為第四、第五兩章。在把握我國基礎(chǔ)教育課程改革從課程到課堂走向必然性的基礎(chǔ)上,深入分析論述了基礎(chǔ)教育課程改革主體的地位及其行為。文章指出,未來基礎(chǔ)教育課程改革實(shí)現(xiàn)從課程到課堂的走向必然會(huì)發(fā)生。這是因?yàn)?其一,課堂是課程改革的主陣地,教學(xué)是學(xué)校教育的最基本工作;其二,課堂教學(xué)是基礎(chǔ)教育的教學(xué)質(zhì)量的保障,課堂教學(xué)質(zhì)量決定學(xué)校人才培養(yǎng)的質(zhì)量;其三,課程改革問題的最終解決在課堂。2011年義務(wù)教育各科課程標(biāo)準(zhǔn)調(diào)整的基本導(dǎo)向亦指向課堂教學(xué),這直接確立了課堂教學(xué)作為基礎(chǔ)教育課程改革中心的政策導(dǎo)向。文章深入分析論述了實(shí)現(xiàn)“從課程到課堂”轉(zhuǎn)向的課程改革主體及其行為,提出了“主體歸位”和“行為到位”觀點(diǎn)。文章認(rèn)為,基礎(chǔ)教育課程未來改革,不僅需要教學(xué)主體歸位,更需要師生主體的行為到位:于教師主體而言,需要積極轉(zhuǎn)換角色,提升課程意識(shí),做好課程開發(fā),增進(jìn)課堂交往,,加強(qiáng)反思實(shí)踐,實(shí)現(xiàn)專業(yè)發(fā)展;于學(xué)生主體而言,需要積極轉(zhuǎn)變學(xué)習(xí)方式和交往方式,做到自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí),實(shí)現(xiàn)從分?jǐn)?shù)學(xué)習(xí)到能力學(xué)習(xí)、從封閉學(xué)習(xí)到開放學(xué)習(xí)的轉(zhuǎn)變。第四部分為第六章,提出并論述了實(shí)現(xiàn)我國基礎(chǔ)教育課程改革從課程到課堂走向之理念和策略�；A(chǔ)教育課程改革實(shí)現(xiàn)從課程到課堂走向應(yīng)當(dāng)確立的“三個(gè)本位”理念是:課堂本位、師生本位、教學(xué)本位;基礎(chǔ)教育課程改革實(shí)現(xiàn)從課程到課堂走向的實(shí)踐策略有:課程主體策略、課程文化策略、教師校本培訓(xùn)策略。具體包括:尊重教師主體地位,發(fā)揮教師主導(dǎo)作用;凸顯學(xué)生主體地位,促進(jìn)學(xué)生自主學(xué)習(xí);營造濃郁學(xué)校文化,推進(jìn)從課程到課堂轉(zhuǎn)向;加強(qiáng)校本培訓(xùn),推進(jìn)教師專業(yè)發(fā)展等。結(jié)語,對(duì)本研究結(jié)果進(jìn)行簡(jiǎn)要回顧,明確了我國基礎(chǔ)教育課程未來改革從課程到課堂的重心轉(zhuǎn)向,并指出實(shí)現(xiàn)這一轉(zhuǎn)向,還需要對(duì)不同視域(社會(huì)性、生態(tài)學(xué)、倫理學(xué)等)下的課堂問題、教師專業(yè)發(fā)展問題、師生作為課程資源等問題進(jìn)行更進(jìn)一步研究。
[Abstract]:At the turn of the century, facing the challenge of information and technology, education and talent competition, the main education of developed countries in the world have entered the wave of education reform. China has promulgated in 1999, "the CPC Central Committee and State Council on deepening education reform and promoting quality education decision", 2001 promulgated the "outline of basic education curriculum the reform (Trial)", launched a campaign to "deepen education reform, promote the basic education curriculum and teaching reform of quality education" for the purpose. The curriculum reform led by the government, experts leading, teachers participate as features, the specific approach is top-down, overall progress, philosophy guide, experimental exploration, gradual spread that made a lot of theoretical and practical results. However, that the past ten years of practice, the goal of basic education curriculum reform and no security, no fundamental changes in the classroom, advanced The curriculum idea, curriculum system does not translate into classroom teaching practice advanced. Based on this, this study follows the literature retrieval, investigation, rational thinking, should grasp, practice strategy ideas, in the new century ten years of basic education curriculum reform has been tried, must face the problems and achievements, and to explore the reason and analysis the motivation and mechanism of curriculum reform of elementary education in the new century from the curriculum into the classroom to deepen the curriculum reform from the point of view. Then, in the basis of analysis of curriculum reform ought to be subject and its behavior, and discusses the main body position "and" behavior "in thought. Finally, put forward measures and discusses the ideas and strategies to achieve future curriculum reform of basic education from the curriculum into the classroom to. The paper is divided into seven chapters and four parts. The first part is the first chapter, introduction. Describes and analyzes the reasons and significance of the research topic, the domestic and foreign related research Research status and trends, research content; the definition of curriculum, the classroom, the core concept of the new century basic education curriculum reform; analyzes the difficulty of research and innovation. The second part is the second, third chapter narrated and analyzed respectively. Research on the design and implementation of the project investigation, analysis and grasp the status quo and course second. Chapter based on the analysis on the assumption of the research ideas, research methods, survey design are described; explains the basic situation of the investigation carried out; the result of the numerical presentation, statistical analysis and summary analysis. The third chapter examines our country elementary education curriculum reform in the new century to promote the dissemination of advanced education ideas, to establish a Chinese characteristics and in line with the requirements of the new curriculum system, formulated and issued the new curriculum plan and curriculum text, establish a relatively perfect system of teacher training and other aspects were quite successful At the same time, found serious problems, the curriculum reform of basic education curriculum has class performance: theory curriculum practice course curriculum system of heavy light, light behavior of curriculum, the text curriculum light experience courses. To analyze the attribution of these problems, for the realization of our country in the new century foundation of basic education curriculum reform from curriculum to the classroom to lay the argument foundation. The third part fourth, Chapter 52. Based on the grasp of China's basic education curriculum reform from the curriculum to the classroom to the necessity, thoroughly analyze the status and behavior of the basic education curriculum reform. The article points out that the future of the basic education curriculum reform from the curriculum to the classroom the trend is bound to happen. This is because: first, the classroom is the main position of curriculum reform, teaching is the most basic work in school education; second, classroom teaching is the basic teaching Quality assurance, quality determines the quality of classroom teaching of the school training; thirdly, in the classroom.2011 year compulsory education course standard adjustment basic orientation of the final solution to the problem of curriculum reform also to classroom teaching, which directly establishes the policy oriented classroom teaching as the center of the basic education curriculum reform. This paper analyses and discusses the realization of "curriculum the reform of subject and behavior from the curriculum into the classroom" to the proposed "subject homing" and "behavior in place" point of view. The article believes that the future reform of basic education curriculum, teaching subject not only need to place more teachers and students need to return, the behavior of the main body: teachers in the subject, need to actively change the role, improving the awareness of curriculum, curriculum well development, promote classroom communication, and strengthen the implementation of professional development; reflective practice in students, need to actively change their learning methods and communication Do, autonomous learning, cooperative learning, inquiry learning, from learning to learning ability scores, change from closed to open learning learning. The fourth part is the sixth chapter, discusses the realization of China's basic education curriculum reform from the curriculum to the classroom to the idea and strategy. The basic education curriculum reform from curriculum to achieve the classroom to be established the "three standard" concept is: classroom teachers and students teaching standard, standard, standard; basic education curriculum reform to achieve practical strategies from the curriculum to the classroom to the subject of curriculum: curriculum strategy, culture strategy, school-based teacher training strategies. Including: respecting the subject status of Teachers, teachers play a leading role; to highlight the dominant position of students, promote students' autonomous learning; to create a strong school culture, promote the shift from the curriculum into the classroom; to strengthen school-based training, promoting teachers' professional development. The conclusion of The results of this study are briefly reviewed, the future reform of China's basic education curriculum from the curriculum to the classroom focus, and pointed out that to achieve this shift, also need to different perspectives (social ethics, ecology, etc.) the classroom problem of teachers' professional development problems, further research of teachers and students as curriculum resources and other issues.

【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G632.3
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本文編號(hào)：1397424