论文部分内容阅读
从“学科发展”“社会发展”和“学生发展”三个维度,对我国历次中学物理课程标准(教学大纲)中“课程目标”的价值取向做了定性分析,从而探讨我国中学物理课程政策的价值取向。研究表明:1986年以后,以“学生发展”为本的价值取向在中学物理课程政策中逐渐凸显出来。2000年以后,中学物理课程政策呈现出“学科发展”“社会发展”和“学生发展”三种价值取向有机融合的状态。从单一价值到多元价值的融合是我国中学物理课程政策价值演变的主要特征。
From the three dimensions of “subject development”, “social development” and “student development”, this paper qualitatively analyzes the value orientation of “curriculum objectives” in the previous secondary school physics curriculum standards (syllabus) In order to discuss the value orientation of our country middle school physics curriculum policy. The research shows that after 1986, the value orientation based on “student development ” gradually becomes apparent in the physics curriculum policy of middle school. After 2000, the policy of physics curriculum in middle school shows a state of organic integration of the three values of “discipline development”, “social development” and “student development”. The integration from single value to multi-value is the main characteristic of the evolution of the value of the physics curriculum policy in secondary schools in our country.