本文選題：初中語文 + 校本課程開發(fā)��； 參考：《西華師范大學(xué)》2017年碩士論文

【摘要】：三級(jí)課程管理制度在我國正式確立已有十六個(gè)年頭,從校本課程開發(fā)理論研究與實(shí)踐案例來看,我國的校本課程開發(fā)正蓬勃發(fā)展。校本課程開發(fā)的興起也代表了一個(gè)事實(shí):隨著時(shí)代的發(fā)展,現(xiàn)下的學(xué)生有著多樣的發(fā)展需求,學(xué)校教育中,單一的國家課程已無法滿足學(xué)生在成長中的個(gè)性發(fā)展訴求。三級(jí)課程的確立,給了學(xué)校自主開發(fā)課程的空間,學(xué)�？梢曰谧陨淼那闆r和發(fā)展需要,由教師為開發(fā)主體,針對(duì)學(xué)校學(xué)生不同的發(fā)展需求,來開發(fā)適合學(xué)生的課程。因此,在這十六年內(nèi),越來越多的學(xué)校通過校本課程開發(fā)來構(gòu)建自身的教育特色與哲學(xué),提升教師專業(yè)素質(zhì),發(fā)展學(xué)生個(gè)性與特長。校本課程開發(fā)是在學(xué)校中進(jìn)行,由學(xué)校人員承擔(dān)開發(fā)任務(wù)的活動(dòng),影響校本課程開發(fā)的質(zhì)量的因素也因此增多。本選題旨在通過大英縣實(shí)驗(yàn)學(xué)校語文校本課程開發(fā)的研究,結(jié)合其他學(xué)校的開發(fā)案例,來分析語文校本課程開發(fā)在實(shí)踐中的問題及原因,并提出解決策略。通過大英縣實(shí)驗(yàn)學(xué)校語文校本課程開發(fā)現(xiàn)狀的研究,筆者發(fā)現(xiàn)該校主要存在以下幾方面的問題:語文校本課程開發(fā)課時(shí)比例過少,沒有深入學(xué)校教學(xué)系統(tǒng);“地域性”語文校本教材內(nèi)容突出地方特色,但沒有對(duì)內(nèi)容進(jìn)行更深層次的整理,以符合學(xué)生發(fā)展需要;開發(fā)中,教師的主體地位未能體現(xiàn),校本課程開發(fā)向“校長課程開發(fā)”偏離;評(píng)價(jià)系統(tǒng)缺失。針對(duì)以上問題,筆者對(duì)問題形成的原因進(jìn)行了深入分析與思考,發(fā)現(xiàn)問題來源于這幾個(gè)方面:對(duì)校本課程開發(fā)理念的把握不夠深入;沒有使校本課程與國家課程產(chǎn)生聯(lián)系,對(duì)國家課程和地方課程進(jìn)行“校本化”,導(dǎo)致校本課程開發(fā)流于形式、缺少重視;學(xué)校的發(fā)展受地域、資金等限制。根據(jù)所發(fā)現(xiàn)的問題,筆者從開發(fā)保障、方案設(shè)計(jì)、完善流程、評(píng)價(jià)設(shè)計(jì)四個(gè)方面,結(jié)合其他學(xué)校的語文校本課程開發(fā)案例,從語文校本課程開發(fā)的整體層面對(duì)大英縣實(shí)驗(yàn)學(xué)校校本課程開發(fā)所暴露的問題提出了解決策略。
[Abstract]:The three-level curriculum management system has been formally established in China for 16 years. From the theoretical research and practical cases of school-based curriculum development, the school-based curriculum development is booming in our country. The rise of school-based curriculum development also represents a fact: with the development of the times, students now have a variety of development needs, in school education, a single national curriculum can no longer meet the needs of the individual development of students in the growth. The establishment of the three-level curriculum gives the school the space to develop the curriculum independently. Based on its own situation and development needs, the school can develop the curriculum suitable for the students according to the different development needs of the students by the teachers as the main development body. Therefore, in the past 16 years, more and more schools through the school-based curriculum development to build their own educational characteristics and philosophy, improve the professional quality of teachers, develop students' personality and specialty. School-based curriculum development is carried out in the school, and the staff of the school undertake the task of development, and the factors that affect the quality of the school-based curriculum development also increase. The purpose of this paper is to analyze the problems and reasons of the development of Chinese school-based curriculum in practice through the research on the development of Chinese school-based curriculum in Daying County Experimental School and combine with the development cases of other schools, and put forward the solutions. Through the research on the present situation of the development of Chinese school-based curriculum in Daying Experimental School, the author finds that the following problems exist in this school: the proportion of class hours in the development of Chinese School-based curriculum is too small, and the school teaching system is not deep; The contents of "regional" Chinese school-based textbooks highlight local characteristics, but the contents are not arranged at a deeper level in order to meet the needs of students' development, and the main position of teachers is not reflected in the development. School-based curriculum development deviates from "principal curriculum development" and evaluation system is missing. In view of the above problems, the author makes a thorough analysis and reflection on the causes of the problems, and finds out that the problems come from these aspects: the lack of thorough understanding of the concept of school-based curriculum development, the lack of connection between school-based curriculum and national curriculum, The "school-based" development of national and local courses leads to the lack of attention to the development of school-based curriculum, which is limited by regions and funds. According to the problems found, the author combines the case of Chinese school-based curriculum development in other schools from four aspects: development guarantee, scheme design, perfect process, evaluation and design. From the overall level of the development of Chinese school-based curriculum, this paper puts forward some solutions to the problems exposed in the development of school-based curriculum in Daying Experimental School.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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