摘要
课程改革理念存在不同的呈现方式,课程理念得以实现,经历了理想课程、正式课程、感知课程、运作课程和体验课程的传递和阐释。在大陆课程改革的背景下,由于实行教材审定制,小学语文感知课程的表现形式就更为复杂。通过对政策文件、教材编写资料、教材培训者的工作记录等文本资料的分析,发现小学语文感知课程表现形式有三种:感知课程一,通过编写实验教材体现的小学语文课程;感知课程二,实验教材的培训过程中传达的小学语文课程;感知课程三,教师个人认识和理解的小学语文课程。不同的课程感知者的身份、已有的课程经验、对课程改革的态度以及所处的外部环境等等的差异,直接影响感知课程形式所包含的内容。
There are different descriptions of notions of the curriculum reform. The realization of the notions has undergone a long way from ideal curriculum, formal curriculum, perceived curriculum, and operational curriculum to experienced curriculum. Under the curriculum revolution in China's Mainland, the status of Chinese language curriculum in primary school is complicated because the textbooks should be examined and approved by Ministry of Education. Through the analysis on policy files, writing teaching materials and the operating records of the trainers on how to use textbooks we find that there are three kinds of perceived curriculum in Chinese language curriculum in primary schools for different stages. The first kind is the writing of experimental Chinese language textbooks. The second kind is the training of the experimental teaching materials. The last one is the teachers＇ own understanding of the textbooks. The contents of different perceived curriculum are directly affected by different people who perceive it, their original curricular experiences, their attitudes toward curriculum revolution, and the teaching environment they are in.
出处
《教育学报》
北大核心
2007年第5期28-38,共11页
Journal of Educational Studies
关键词
课程改革
感知课程
小学语文课程
小学语文教材
curriculum revolution
perceived curriculum
Chinese language curriculum in primary school
Chinese language textbook in primary school
