摘要
在美国教育变革中,学习机会的内涵发展经历了不同的阶段,20世纪60—70年代,学习机会从纯粹的时间量发展到时间与内容的相结合,"学习时间"和"学习内容"成为学习机会内涵发展初期的核心要素;80年代基于标准的改革运动使学习机会上升至美国国家政策层面,且被视为保障学生达成学业标准规定内容而提供的各种支持性资源。学习机会内涵要素的工具性、丰富性、多维性等特点对于推动教育决策实施、丰富教育均衡发展指标、改进课堂教学实践等具有重要的参考价值。
In American educational reform, the connotation of opportunity to learn （OTL） has experienced different stages. From 1960s to 1970s, the OTL＇ s connotation evolved from pure learning time to the combination of time and contents, ＂learning time＂ and ＂learning contents＂ became the core elements of the initial development of its connotation. The standard-based reform lifted OTL to the US national policy level in the 1980s and OTL was regarded as a variety of supportive resources provided to ensure students to meet the academic standards. The instrumental, rich and multi-dimensional of OTL are of great reference value to promote the decision-making of educational policy, enrich the balanced development of education and improve classroom teaching practice.
作者
王婷
谭克平
刘坚
WANG Ting TAN Keping LIU Jian(Faculty of Education, Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, BeijinglO0875 Graduate Institute of Science Education, Taiwan Normal University, Taipei11677 Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, BeijinglO0875)
出处
《比较教育研究》
CSSCI
北大核心
2017年第11期40-47,共8页
International and Comparative Education
关键词
学习机会
概念演变
学习时间
学习内容
支持性资源
opportunity to learn
concept evolution
learning time
learning content
supportive resources
