本文選題：課程改革　切入點：區(qū)域課程改革　出處：《西南大學》2017年碩士論文　論文類型：學位論文

【摘要】：我國的基礎(chǔ)教育課程改革是由宏觀的國家層面、中觀的區(qū)域?qū)用嬉约拔⒂^的學校層面構(gòu)成的改革系統(tǒng),其中,中觀的區(qū)域課程改革發(fā)揮著承上啟下的中樞作用,無論是國家課程改革的實施和落地,還是學校課程改革的統(tǒng)領(lǐng)與發(fā)展,都要依托于區(qū)域課程改革這個中間環(huán)節(jié)。因此,對區(qū)域課程改革的關(guān)注和研究具有重要的意義和價值。本研究以教育生態(tài)理論為理論基礎(chǔ),從生態(tài)系統(tǒng)角度剖析了區(qū)域課程改革的推進與發(fā)展,一方面它既受宏觀的國家課程改革的制約和影響,又與微觀的學校課程改革息息相關(guān),三者形成了一個同心圓的生態(tài)運行模式。另一方面,它又受到區(qū)域的政府支持、專業(yè)引領(lǐng)、社會參與等多個系統(tǒng)因子的影響和推動。所以,本研究旨在從區(qū)域?qū)用鏋槠錁?gòu)建一個整體協(xié)調(diào)的教育生態(tài)系統(tǒng)模型,遵從區(qū)域課程改革的生態(tài)系統(tǒng)運行規(guī)律,促進區(qū)域課程改革生態(tài)系統(tǒng)良性互動,優(yōu)化區(qū)域課程改革生態(tài)系統(tǒng)整體結(jié)構(gòu),從而可以推動區(qū)域課程改革持續(xù)深入的內(nèi)生性發(fā)展。本研究主要采取了文獻分析法,對區(qū)域課程改革及教育生態(tài)理論進行了文獻綜述,在此基礎(chǔ)上闡述了其內(nèi)涵與特征并剖析了本研究的理論基礎(chǔ)。并選取重慶市N區(qū)為案例區(qū)域,采用案例分析法進行了原型分析,得出了模型構(gòu)建的基本系統(tǒng)要素和生態(tài)環(huán)境特征。由此,結(jié)合實際參數(shù)和運行規(guī)律,構(gòu)建出了區(qū)域課程改革的教育生態(tài)模型。再通過訪談法分析了案例區(qū)域生態(tài)系統(tǒng)的實際運行情況,在借鑒和改善的基礎(chǔ)上,提出了區(qū)域課程改革的教育生態(tài)模型應(yīng)然的運行特征。本文將分為以下幾個部分:第一部分,導論。此部分系統(tǒng)分析了國內(nèi)外區(qū)域課程改革和教育生態(tài)理論的研究現(xiàn)狀和發(fā)展趨勢,介紹了區(qū)域課程改革與教育生態(tài)理論相關(guān)研究現(xiàn)狀,在此基礎(chǔ)上提出了本論文的研究目的和意義、研究思路及方法以及研究對象的選擇。第二部分,介紹區(qū)域課程改革的教育生態(tài)模型的內(nèi)涵與特點。此部分提出區(qū)域課程改革是從中觀層面推進的課程改革,它在區(qū)域性、整體性、有效性、開放性和特色性上彰顯出了它的優(yōu)勢和特點。而本研究構(gòu)建的教育生態(tài)模型,是對區(qū)域課程改革的教育生態(tài)系統(tǒng)的簡化表示,它必須具備代表性、科學性以及適用性的模型特征。第三部分,闡述區(qū)域課程改革的教育生態(tài)模型的原理與基礎(chǔ)。此部分介紹了教育系統(tǒng)論、教育生態(tài)觀的原理及運用,為本研究提供了基本的研究思想及研究視角,使本研究挖掘出了區(qū)域課程改革與教育生態(tài)理論的內(nèi)在聯(lián)系,并提出了區(qū)域課程改革的教育生態(tài)模型建構(gòu)的理論支撐——系統(tǒng)觀、整體觀、動態(tài)觀和平衡觀。第四部分,分析區(qū)域課程改革的教育生態(tài)模型的原型。此部分選取了重慶市N區(qū)作為案例分析對象,在對其進行了深入研究之后,得出了區(qū)域課程改革是由國家層面的課程改革政策、區(qū)域?qū)用娴恼w推進以及學校層面的具體實施構(gòu)成的生態(tài)改革系統(tǒng)。其以宏觀生態(tài)、中觀生態(tài)、微觀生態(tài)的同心圓模式呈現(xiàn)出來,并且體現(xiàn)出整體參與、結(jié)構(gòu)完整;合作交流,全力配合;樹立個性,共同發(fā)展的生態(tài)環(huán)境特征。第五部分,建構(gòu)區(qū)域課程改革的教育生態(tài)模型。此部分結(jié)合前文的理論分析和原型分析,得出教育生態(tài)模型建構(gòu)的三個層面五個維度十三個要素:宏觀國家層面的國家課程改革政策;中觀區(qū)域?qū)用娴恼咧С趾臀镔|(zhì)保障,教師進修學院、大學、專業(yè)機構(gòu)的專業(yè)引領(lǐng),以及媒體、社區(qū)、家長的社會參與;微觀學校層面的學校改革訴求、組織有效運行、校長有力領(lǐng)導和教師廣泛參與。再結(jié)合教育生態(tài)系統(tǒng)的運行規(guī)律,建構(gòu)出了區(qū)域課程改革的教育生態(tài)模型。第六部分,厘清區(qū)域課程改革的教育生態(tài)模型運行特征。此部分結(jié)合訪談資料,對案例區(qū)域課程改革的教育生態(tài)系統(tǒng)進行了實然分析,在借鑒和改善的基礎(chǔ)上,厘清了本研究建構(gòu)的區(qū)域課程改革教育生態(tài)模型應(yīng)然的運行特征。
[Abstract]:China's basic education curriculum reform is the macro level, the reform of the system, a regional level meso and micro level in the middle school, regional curriculum reform plays a central role in connecting, whether the landing of the national curriculum reform and the implementation of, or the school curriculum reform and development guide, must rely on in the area of the middle part of the curriculum reform. Therefore, the regional curriculum reform attention and research has important meaning and value. Based on the theory of educational ecology as the theoretical basis, from the perspective of ecosystem, analyzes the promotion and development of regional curriculum reform, on the one hand it is affected and restricted by national curriculum reform. It is closely related with the micro school curriculum reform, the three form a concentric ecological mode. On the other hand, it is the government to support regional, professional The lead, and promote the effect of social participation and many other factors. Therefore, this study aims to construct the education ecological system coordination model as a whole from the regional level, the regional ecological system to comply with the laws of the curriculum reform, curriculum reform and promote the regional ecosystem benign interaction, optimizing the overall structure of the regional curriculum reform of ecological system. To promote regional curriculum reform deepening endogenous development. This research mainly adopts literature analysis, curriculum reform and education on regional ecological theory were reviewed, on the basis of expounding its connotation and characteristics and analyzes the theoretical basis of this study. And select the N District of Chongqing city as the study area, the case analysis of prototype analysis, the basic elements of the system and the characteristics of ecological environment model construction. Thus, combined with the actual parameters and operation rules, construct The regional ecological education curriculum reform model. Then through interviews method to analyze the actual operation case of regional eco system, on the basis of the proposed and improved, the operating characteristics of ecological model of regional education ought to curriculum reform. This paper will be divided into the following parts: the first part is introduction. This part analyzes the system research status and development trend of domestic and regional curriculum reform and education ecology theory, this paper introduces regional curriculum reform and education ecology theory research, put forward on the basis of the research purpose and significance, research ideas and methods and the selection of object of study. The second part introduces the connotation and characteristics of the ecological model of regional education the curriculum reform. This part puts forward the regional curriculum reform is advancing from the middle level of curriculum reform, in the area, integrity, effectiveness, openness and The color of the highlights its advantages and characteristics. And this construction of the ecological education model is a simplified representation of the regional ecological system of education curriculum reform, it must be representative of science and the applicability of the model characteristics. The third part, this paper describes the principle and the basic education curriculum reform of the regional ecological model this part introduces the education system theory, principle and application of ecological concept education, provides the research ideas and the basic research perspective for the research, the research discovers the intrinsic relation of regional curriculum reform and educational ecology theory, and puts forward the theoretical model of regional ecological construction support education curriculum reform -- a system view overall, view, dynamic view and the view of equilibrium. In the fourth part, analysis model of regional ecological education curriculum reform prototype. This part selects the N District of Chongqing city as a case study, in the After in-depth study, the curriculum reform is the curriculum reform by the regional policy at the national level, the reform of ecological system composed of regional level and promote the overall school level. The specific implementation in macro ecology, ecological view in a concentric pattern, micro ecological emerged, and reflects the overall participation, the integrity of the structure; cooperation, full cooperation; establish the personality characteristics of the ecological environment for common development. The fifth part, the construction of ecological education model of regional curriculum reform. This part of the combination of theoretical analysis and prototype analysis, the construction of ecological education model in three aspects of the five dimensions of thirteen elements: the national curriculum reform policy at the national level medium; regional government policy support and material security, teacher training college, University, professional institutions and professional guidance, media, community, parents' social participation School reform demands; microcosmic school level and the effective operation of the organization, the powerful leaders and teachers to participate widely. Combined with the operating rules of education ecological system, construct the model of regional ecological education curriculum reform. The sixth part, to clarify the characteristics of running state model of regional curriculum reform education. Combined with the interview data, this part, ecological education the case area of curriculum reform on the basis of actual analysis, and improvement, to clarify the operational characteristics of this research construction area curriculum reform education ecological model ought to be.

【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.3

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