本文選題：基礎(chǔ)教育課程改革 + 課程改革目標(biāo)�。� 參考：《東北師范大學(xué)》2016年博士論文

【摘要】：近年來,中國基礎(chǔ)教育課程改革吸引著越來越多國內(nèi)外研究者的關(guān)注和研究,有關(guān)課程實(shí)施的研究更是中國課程研究領(lǐng)域的重要內(nèi)容。2001年教育部頒布的《基礎(chǔ)教育課程改革綱要(試行)》(下文簡(jiǎn)稱《綱要》)明確了我國中小學(xué)課程與教學(xué)的目標(biāo),指明了基礎(chǔ)教育的具體發(fā)展方向。本輪課程改革以改變課程功能、調(diào)整課程結(jié)構(gòu)與內(nèi)容、改變教學(xué)方式、建構(gòu)新的評(píng)價(jià)體系和課程管理體制為目標(biāo)。十多年過去了,我們一直朝著這個(gè)改革的目標(biāo)努力。課程改革目標(biāo)是我們研究和考察課程實(shí)施程度的一個(gè)非常重要的參照點(diǎn),課程改革最初確定的目標(biāo)落實(shí)情況也是人們最為關(guān)注的問題。本研究重點(diǎn)聚焦《綱要》中提出的課程改革目標(biāo),以此為著眼點(diǎn),考察課程改革目標(biāo)的達(dá)成程度,分析實(shí)施過程中取得的進(jìn)展和存在的問題,并引發(fā)有關(guān)課程改革進(jìn)一步值得思考的方向。本研究設(shè)計(jì)的思路是一種基于課程改革目標(biāo)的課程實(shí)施評(píng)價(jià)。首先采用文件分析法,確定了基礎(chǔ)教育課程改革的十二個(gè)關(guān)鍵要素,將這些關(guān)鍵要素作為本研究的考察點(diǎn)。其次在文件分析的基礎(chǔ)上采用專家咨詢和中小學(xué)教師咨詢相結(jié)合的方法進(jìn)行自編問卷并修訂,共咨詢了本領(lǐng)域40位專家和62名中小學(xué)教師,最終形成的正式版問卷對(duì)1554位中小學(xué)教師進(jìn)行調(diào)查。最后在問卷調(diào)查分析的基礎(chǔ)上采用群體訪談加個(gè)體訪談相結(jié)合的方法,共訪談了22位中小學(xué)教師。通過調(diào)查研究發(fā)現(xiàn),教師認(rèn)為課程功能、教學(xué)方式、課程評(píng)價(jià)三類改革目標(biāo)實(shí)施程度良好,而課程結(jié)構(gòu)、課程內(nèi)容、課程管理三類改革目標(biāo)實(shí)施程度一般,總體上表明我國基礎(chǔ)教育課程改革目標(biāo)的呈現(xiàn)中等偏上的實(shí)施程度。其中教師能夠在課堂教學(xué)實(shí)際中實(shí)施的改革目標(biāo)實(shí)施程度良好,具體為教的方式、學(xué)的方式、對(duì)學(xué)生的評(píng)價(jià)、過程與情感等改革關(guān)鍵點(diǎn)。涉及課程結(jié)構(gòu)與內(nèi)容、課程開發(fā)等目標(biāo)教師認(rèn)為實(shí)施程度中等,具體為教材內(nèi)容的選擇與編排、內(nèi)容適應(yīng)性和選擇性、校本課程開發(fā)等改革關(guān)鍵點(diǎn)。通過對(duì)不同群體的中小學(xué)教師進(jìn)行比較發(fā)現(xiàn),課程改革目標(biāo)的實(shí)施程度存在顯著差異,主要表現(xiàn)在：小學(xué)教師認(rèn)為實(shí)施程度顯著高于初中教師；城市教師認(rèn)為實(shí)施程度顯著高于農(nóng)村教師；課程改革后參加教學(xué)的教師認(rèn)為實(shí)施程度顯著高于課程改革前參加教學(xué)的教師；省市級(jí)重點(diǎn)學(xué)校教師認(rèn)為實(shí)施程度顯著高于一般學(xué)校的教師；本科及以上學(xué)歷的教師認(rèn)為課程實(shí)施程度高,大專及以下學(xué)歷的教師實(shí)施程度不高。這樣的調(diào)查數(shù)據(jù)充分顯示,不同群體對(duì)課程改革的理解不同、需求不同以及能力不同所帶來的實(shí)施程度也不同。在對(duì)中小學(xué)教師課程實(shí)施的調(diào)查進(jìn)行分析和討論之后,本研究又通過對(duì)教師的訪談來聚焦于教師認(rèn)為的影響課程目標(biāo)實(shí)施程度的因素：一是文本課程的特征。當(dāng)遇到需要調(diào)整、修訂的文本課程時(shí)教師會(huì)認(rèn)為是不實(shí)用的,這影響他們對(duì)改革實(shí)施的認(rèn)同。二是教師自身及所處的情境。教師們傾向于用自己的知識(shí)、信念和態(tài)度來詮釋課程,但又對(duì)這種詮釋并不滿意。三是學(xué)生的差異和家長(zhǎng)的支持。作為學(xué)習(xí)的主體,學(xué)生之間的差異是客觀存在的,如何在了解學(xué)生、尊重學(xué)生差異的前提下尋找適合學(xué)生的教學(xué)方式并提高教師課程實(shí)施程度是研究者和教師們應(yīng)該思考的,同時(shí)家長(zhǎng)的文化與支持也是影響教師課程實(shí)施的關(guān)鍵因素。四是評(píng)價(jià)與高風(fēng)險(xiǎn)考試。當(dāng)評(píng)價(jià)與高風(fēng)險(xiǎn)的考試相結(jié)合時(shí),考試的內(nèi)容和形式?jīng)Q定教學(xué)內(nèi)容和教學(xué)方法,同時(shí),課程理念和課程目標(biāo)決定課程內(nèi)容和教學(xué)方式,他們又一起成為決定評(píng)價(jià)的因素。五是教學(xué)文化與資源。大多數(shù)教師對(duì)新課程的態(tài)度是贊同的,但在實(shí)踐中會(huì)受到多種根深蒂固的文化因素制約,而教學(xué)資源的短缺也是教師在課程實(shí)施中遇到的難題。從整體上看,要進(jìn)行有效的基礎(chǔ)教育課程改革,還需要強(qiáng)調(diào)不同團(tuán)體的共同努力,如管理者、課程工作者、教師與學(xué)生、家長(zhǎng)等的積極參與。應(yīng)該開發(fā)可供選擇的文本課程資源,教師們更希望改革所帶來的東西是一套可以操作的、實(shí)際的、已經(jīng)經(jīng)過論證了的材料。還應(yīng)該強(qiáng)調(diào)校長(zhǎng)對(duì)課程的領(lǐng)導(dǎo)力,并在此基礎(chǔ)上建立以校長(zhǎng)為領(lǐng)導(dǎo)核心的專業(yè)學(xué)習(xí)共同體,集體性地承擔(dān)改善學(xué)生學(xué)習(xí)的責(zé)任,促使校長(zhǎng)更好地完成塑造具有創(chuàng)新性和適應(yīng)性文化的責(zé)任,并有效地引領(lǐng)學(xué)校朝改革的目標(biāo)前行。同時(shí),可以建立明確化、公開化的課程評(píng)價(jià)體系,避免教師被動(dòng)培訓(xùn)、被動(dòng)評(píng)價(jià),主動(dòng)去經(jīng)歷不斷被確認(rèn)進(jìn)而改變行為方式的過程。基礎(chǔ)教育課程改革目標(biāo)是課程改革在較長(zhǎng)一段時(shí)期內(nèi)學(xué)校中的課程與教學(xué)活動(dòng)試圖要達(dá)到的結(jié)果,是所有教育工作者需要長(zhǎng)期努力的一個(gè)明確方向,目標(biāo)的堅(jiān)定性是課程改革需要在教育工作者之間達(dá)成的一個(gè)“契約”。這個(gè)“契約”約定我們不僅要理解和清晰改革的目標(biāo),還需要處理和實(shí)踐“如何進(jìn)行改革”的方式。
[Abstract]:In recent years, the curriculum reform of basic education in China has attracted more and more attention and research of researchers at home and abroad. The research on the implementation of the curriculum is an important part of the field of curriculum research in China. The curriculum of basic education curriculum reform (Trial), promulgated by the Ministry of education in.2001, has clearly defined the curriculum and teaching of primary and secondary schools in China. The goal is to specify the direction of the development of basic education. The reform of the course is aimed at changing the function of the curriculum, adjusting the structure and content of the course, changing the way of teaching, constructing the new evaluation system and the system of the course management. In the past more than 10 years, we have been working hard on the goal of this reform. The goal of the curriculum reform is to study and take the examination. A very important reference point for the implementation of the curriculum is a very important point of reference. The implementation of the target in the course of the curriculum reform is also the most concerned problem. The focus of this study is to focus on the objectives of the curriculum reform proposed in the outline, so as to examine the achievement of the goal of the curriculum reform, and to analyze the progress and existence in the process of implementation. The idea of this study is a kind of curriculum implementation evaluation based on the goal of curriculum reform. First, it uses the method of document analysis to determine the twelve key elements of the curriculum reform of basic education. These key elements are considered as the research point of this study. Secondly, the documents are in the document. On the basis of the analysis, we used the method of combining expert consultation with primary and secondary school teachers to compile questionnaires and revised them. A total of 40 experts and 62 primary and secondary school teachers were consulted in this field. The final formal questionnaire was conducted to investigate 1554 primary and secondary school teachers. A total of 22 primary and secondary school teachers were interviewed. Through investigation and research, it was found that the three types of reform goals were well implemented by the teachers, and the curriculum structure, the content of the curriculum and the management of the three types of curriculum management were carried out in a general way, which generally showed the objectives of the curriculum reform of basic education in China. Among them, teachers can implement the reform goal in the classroom teaching practice well, specifically the way of teaching, the way of learning, the evaluation of the students, the process and the emotion, and the curriculum structure and content, the curriculum development and other target teachers think that the implementation degree is moderate, specifically the teaching material. Content selection and arrangement, content adaptability and selectivity, school based curriculum development and other key points of reform. Through the comparison of the primary and secondary school teachers in different groups, there are significant differences in the implementation degree of the curriculum reform goals. The main manifestation is that the primary school teachers think that the implementation process is significantly higher than the junior middle school teachers; the urban teachers believe that the implementation of the curriculum reform is significantly higher than that of the junior middle school teachers. The degree is significantly higher than that of the rural teachers; the teachers who participate in teaching after the curriculum reform think that the degree of implementation is significantly higher than that of the teachers participating in the teaching before the course reform; the teachers in the provincial and municipal key schools think that the level of implementation is significantly higher than that of the teachers in the general school. This survey data fully shows that different groups have different understanding of curriculum reform, different needs and different ability to implement. After the analysis and discussion of the investigation of the curriculum implementation of primary and secondary school teachers, this study focuses on Teachers' interviews by focusing on Teachers' opinion. The factors that affect the level of the curriculum objectives: first, the characteristics of the text course. When the text course needs to be adjusted and revised, the teacher will think it is not practical, which affects their recognition of the implementation of the reform. Two is the teacher itself and the situation in which the teachers tend to interpret the curriculum with their own knowledge, beliefs and attitudes. It is not satisfied with this interpretation. Three is the difference of students and the support of parents. As the subject of learning, the differences between students are objective. How to find out the suitable teaching methods for students and improve the curriculum implementation of the teachers should be thought by the researchers and teachers at the same time. The culture and support of parents are also the key factors that affect the implementation of teachers' curriculum. Four is evaluation and high risk examination. When the evaluation and high risk examination are combined, the content and form of the examination determine the content and method of teaching. Meanwhile, the curriculum concept and curriculum objectives determine the course content and teaching methods, and they become the decision together. The factor of evaluation. Five is teaching culture and resources. Most teachers agree with the attitude of the new curriculum, but in practice, many deep-rooted cultural factors will be restricted, and the shortage of teaching resources is also a difficult problem for teachers in the implementation of the curriculum. In the whole, it is also necessary to strengthen the reform of basic education curriculum. The joint efforts of different groups, such as managers, curriculum workers, teachers and students, parents, etc., should be actively involved in the development of alternative text curriculum resources. Teachers hope that the things brought about by the reform are a set of operational, practical, and proven materials. On the basis of this, a professional learning community is set up on the basis of the principal of the principal, and the responsibility of improving the students' learning is collectively undertaken, and the principals can better fulfill the responsibility of creating an innovative and adaptable culture, and effectively lead the school to advance towards the goal of reform. The system is the process of avoiding teachers' passive training, passive evaluation, and actively going through the process of constantly being confirmed and changing the way of behavior. The goal of basic education curriculum reform is the result of the curriculum and teaching activities that the curriculum reform is trying to achieve in a long period of time. It is a clear direction for all educators to work hard for a long time. The firmness of the goal is a "contract" that the curriculum reform needs between the educators. This "contract" agrees that we not only understand and clear the objectives of the reform, but also need to deal with and practice the way of "how to reform".

【學(xué)位授予單位】：東北師范大學(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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