本文選題：校本課程　切入點：管理問題　出處：《延邊大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：2001年6月8日教育部印發(fā)的《基礎(chǔ)教育課程改革綱要(試行)》指出:"為保障和促進課程適應(yīng)不同地區(qū)、學(xué)校、學(xué)生的要求,實行國家、地方和學(xué)校三級課程管理。增強課程對地方、學(xué)校和學(xué)生的適應(yīng)性。"隨著教育改革理念的不斷深入,為了更好的響應(yīng)基礎(chǔ)教育改革的偉大號召,我國各大學(xué)校已經(jīng)著手于課程改革,在基礎(chǔ)教育中引入校本教育理念,但在校本課程中由于管理的不善而產(chǎn)生的問題越來越嚴重。對于校本課程來講,校本課程管理很難做到健康發(fā)展,校本管理是校本課程教育理念逐漸深入的重中之重,做好校本管理工作,可以不斷推進校本課程的深入發(fā)展,這對于提升學(xué)校教學(xué)質(zhì)量,升華教育思想,完善當前教育模式中存在的弊端,促進學(xué)生綜合素質(zhì)的不斷發(fā)展具有至關(guān)重要的作用。然而,對于每一個開展校本課程的學(xué)校來說,在管理工作時不僅是最薄弱的環(huán)節(jié),同時也存在著諸多的問題。面對這些問題,本論文以琿春市S中學(xué)校本課程的開發(fā)管理、實施管理以及評價管理的現(xiàn)狀為研究對象,對琿春市S中學(xué)校本課程發(fā)展現(xiàn)狀中存在的不足進行了重點探討,針對當前存在的校本課程管理中存在的問題,總結(jié)了相應(yīng)的解決措施,并探討了校本課程管理的評價機制,以求為琿春市S中學(xué)校本課程的開展提供科學(xué)、有效的依據(jù),進而提升校本課程在教學(xué)試點的發(fā)展效果,進一步推動我國校本課程管理的發(fā)展同我國當前教學(xué)形式緊密結(jié)合。本論文在查閱相關(guān)文獻資料的基礎(chǔ)上,主要運用問卷調(diào)查法、訪談?wù){(diào)查法以及實地觀察法,對琿春市S中學(xué)的43名教師為研究樣本,其中含校長在內(nèi)的行政管理人員12名和班主任26名進行訪談?wù){(diào)查后對其結(jié)果進行分析與討論,得到以下結(jié)論:第一,琿春市S中學(xué)在校本課程開發(fā)管理中,對校本課程開發(fā)管理意識及責(zé)任不明確的同時,沒有同學(xué)校的教學(xué)實際相結(jié)合,導(dǎo)致校本課程的管理實踐嚴重的偏離了校本課程管理的理論發(fā)展。第二,琿春市S中學(xué)校本課程實施管理中,太過于形式化,缺乏專家的指導(dǎo)和校本課程教學(xué)實施的監(jiān)督管理制度;教師自身專業(yè)水平有限等因素直接影響校本課程的效果。第三,琿春市S中學(xué)校本課程評價管理中,對校本課程的評價沒有真正的重視,學(xué)校只注重結(jié)果,而忽略了評價的過程;學(xué)校的評價機制不完善�；谝陨辖Y(jié)論提出建議如下:首先,學(xué)校管理者和教師需要轉(zhuǎn)變校本課程的意識及觀念;學(xué)校要切實提升指導(dǎo)教師開發(fā)校本課程的能力;其次,學(xué)校應(yīng)充分利用校外有關(guān)部門的有效指導(dǎo);再次,學(xué)校要完善校本課程實施的監(jiān)督管理制度;加強和提高教師的綜合素質(zhì);應(yīng)加強學(xué)校對校本課程評價的重視度;最后,學(xué)校應(yīng)建立健全校本課程的評價管理機制。
[Abstract]:In June 8th 2001, the outline of basic Education Curriculum Reform (trial) issued by the Ministry of Education pointed out: "in order to ensure and promote the curriculum to adapt to the requirements of different regions, schools and students, the implementation of the state, Local and school level curriculum management. Enhance the adaptability of curriculum to local, school and students. "with the deepening of educational reform concept, in order to better respond to the great call of basic education reform, The major schools in our country have embarked on curriculum reform and introduced the concept of school-based education in basic education. However, the problems arising from poor management in school-based curriculum are becoming more and more serious. School-based curriculum management is very difficult to achieve healthy development. School-based management is the most important part of school-based curriculum education. To do a good job of school-based management can continuously promote the further development of school-based curriculum, which can improve the quality of school teaching. It is very important to sublimate the educational thought, perfect the malpractice existing in the current educational model, and promote the continuous development of the students' comprehensive quality. However, for every school that carries out the school-based curriculum, In the management work is not only the weakest link, but also there are many problems. In the face of these problems, this paper takes the development management, the implementation management and the evaluation management status of the S middle school curriculum in Hunchun as the research object. This paper focuses on the deficiencies in the development of School-based Curriculum in S Middle School in Hunchun City, summarizes the corresponding solutions and discusses the evaluation mechanism of School-based Curriculum Management in view of the existing problems in School-based Curriculum Management. In order to provide scientific and effective basis for the development of School-based Curriculum in S Middle School in Hunchun City, and then to promote the development effect of School-based Curriculum in the teaching pilot project, Further promote the development of school-based curriculum management in China and closely integrate with the current teaching form in China. Based on the reference to relevant literature, this paper mainly uses questionnaire, interview and field observation methods. This paper analyzes and discusses the results of interviews with 43 teachers in S Middle School in Hunchun City, including 12 administrators, including the principal, and 26 teachers in charge of the class. The conclusions are as follows: first, In the course of School-based Curriculum Development and Management in Hunchun S Middle School, the consciousness and responsibility of School-based Curriculum Development and Management are not clear, and they are not combined with the teaching practice of the school at the same time. The practice of school-based curriculum management has seriously deviated from the theoretical development of school-based curriculum management. Second, in the implementation of school-based curriculum management in S middle school in Hunchun City, it is too formalized. Lack of expert guidance and the supervision and management system of school-based curriculum teaching, the limited professional level of teachers directly affect the effect of school-based curriculum. Third, in the evaluation and management of School-based curriculum in Hunchun S Middle School, There is no real attention to the evaluation of school-based curriculum, the school only pays attention to the results, but neglects the evaluation process; the evaluation mechanism of the school is not perfect. Based on the above conclusions, the following suggestions are put forward: first, School administrators and teachers need to change the awareness and concept of school-based curriculum; schools should effectively enhance the ability to guide teachers to develop school-based curriculum; secondly, schools should make full use of the effective guidance of relevant departments outside the school; thirdly, Schools should improve the supervision and management system of school-based curriculum implementation; strengthen and improve the comprehensive quality of teachers; should strengthen the importance of school-based curriculum evaluation; finally, schools should establish and improve the evaluation and management mechanism of school-based curriculum.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G632.3

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