进入第八次基础教育课程改革之后,我国教育实施三级课程管理,即国家课程、地方课程和学校课程,同时设置综合实践活动为必修课程,课程设置得很全面。从表面上看,学生接受的教育应该是比较全面的,但由于缺乏一种有效的整合机制,学科课程各自为政,加之师资有限,使得大部分“非考试课程”逐渐沦为了名副其实的弱势课程、边缘课程,导致了发展的内容虽全面却并不和谐。教育即生长;教育过程是一个持 After entering the Eighth Basic Education Curriculum Reform, China’s education implements the three-level curriculum management, that is, the national curriculum, local curriculum and school curriculum. At the same time, the comprehensive practice activities are compulsory courses and the curriculum is comprehensively set up. On the surface, the education received by students should be more comprehensive, but due to the lack of an effective integration mechanism, the disciplinary courses are independent and the teachers are limited, making most of the “non-exams courses” gradually become truly weak courses , Marginal courses, led to the development of the content though comprehensive but not harmonious. Education is growth; the education process is a hold