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始于新千年之交的我国基础教育新课改,已经历了近十年左右的探索,从理论到实践皆出现了许多矛盾和偏离,其间经验和成绩固然令人欣慰,但教训和不足同样值得反思。从宏观上看,原因之一是:作为多民族国家,课改并没有体现出其独特的“多民族性”。文章拟从新课改的指导思想、教材选编机制、教师专业素质、评价机制四个方面,以民族教育为视角,在理论和实践层面对此进行反思与批判。
The new curriculum reform in basic education that started in the new millennium has undergone nearly ten years of exploration. Many contradictions and deviations have emerged in both theory and practice. Although the experience and achievements during the course of the new course of study have been gratifying, Worth reflections. From a macro point of view, one of the reasons is: As a multi-ethnic country, curriculum reform does not reflect its unique “multi-ethnicity.” The article intends to reflect and critique on the theoretical and practical aspects from the perspectives of national education from four aspects: the guiding ideology of new curriculum reform, the selection mechanism of teaching materials, the professional qualities of teachers and the evaluation mechanism.