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课程重构的全新意是课程要素的重建和课程思想与理念的重建。课程理念应当是建构新课程的最高境界。新课程的发展性内涵实质上是一种教育教学观念的变革。知识观——由客体先在发展为主体建构;教师角色——由学术权威走向知识平等;课堂范式——从教师独白发展为师生对话;教育哲学观——从客体、主导发展为“双主体”;课堂教学操作——从预设的封闭性发展为弹性;教材观——从教教材发展为用教材教。新课程的建构要注意把握理论灵魂的原则;西方化与本土化的统一的原则;体用结合的原则。新课程推进策略是:实现由心智模式到实践模式的超越;实现由散点试验到整体推行的超越;实现从新课程理念到现代的个性化的教学观的超越。通过新课程的全面推行,中国基础教育工作者能完成一次内在和外在的双重超越;证明中国基础教育在思索、在发展、在建构着自身。
The whole new idea of curriculum reconstruction is the reconstruction of curriculum elements and the reconstruction of curriculum ideas and concepts. The concept of curriculum should be the highest level of constructing new curriculum. The developmental connotation of the new curriculum is essentially a change in the concept of education and teaching. The concept of knowledge - from the object to the development of the main body of the construction; teacher role - from academic authority to knowledge equality; classroom paradigm - the development of teachers from monologue dialogue for teachers and students; philosophy of education - from the object, the dominant development for the “double Subject ”; classroom teaching operation - from the preconceived development of closedness to flexibility; view of teaching materials - from teaching materials to teaching materials. The construction of new curriculum should pay attention to grasp the principle of the theory of the soul; the principle of reunification between westernization and localization; The new curriculum promotion strategy is to realize the transcendence from the mental model to the practical model; to achieve the transcendence from the scattered test to the overall implementation; and to achieve the transcendence of the new curriculum concept to the modern personalized teaching concept. Through the full implementation of the new curriculum, China’s basic education workers can accomplish a double transcendence of internal and external education. They have proved that basic education in China is thinking, developing and building itself.