摘要
"发现语文"跨界融合课程以"发现性重构"为主旨,是动态的、处于持续建构与变化中的大语文课程体系。它从儿童的实际与需求出发,指向儿童成长愿景和终身发展,进行课程重构:重设课程主体,变教师主导为师生平权;重建课程结构,由三级课程增个性课程;重组课程内容,从学科知能到"玩美童年",通过学科主导、多元协同、项目引领三种方式,帮助学生以最有意愿的姿态,选择最有意思的内容,打造最有意义的场景,表现最有价值的生命存在,重构当下生活与美好未来。
The ＂Discovery of Chinese Language＂ course is based on ＂Discovery Reconstruction＂ and is a dynamic, continuous Chinese language curriculum system. It starts with the actual needs of children, aimed at the vision of children＇s growth and lifelong development, and carries out curriculum reconstruction through resetting the main body of the curriculum and changing from teacher leading to giving equal rights to teachers and students, rebuilding the curriculum structure, adding individualized courses from three levels of courses and reorganizing course contents. From the knowledge of the subject to the interesting childhood, through the discipline-led, diverse collaboration, project lead and other ways to help students to choose the most interesting content, create the most meaningful scenes, present the most valuable performance and reconstruct the present life and a better future.
作者
宋晓丽
Song Xiaoli(Nantong City Primary and Secondary School, Nantong 226001)
出处
《教育发展研究》
CSSCI
北大核心
2017年第24期79-84,共6页
Research in Educational Development
基金
江苏省教育科学"十二五"规划课题"发现语文的理论与实践研究"(D/2015/02/295)的阶段性研究成果
关键词
发现
发现语文
发现性重构
课程
跨界融合
discovery, discovery of language, discovery reconstruction, curriculum, cross-border f＇usion
