摘要
改革开放以来,我国多学科课程整合模式经历了重新起步期、本土化探索期和深入发展期三个阶段而日臻成熟。但是,在其发展过程中也存在着整体规划、协同推进不足,对发挥内容的综合育人功能的关注度不够,对课程整合程度的理解和把握欠佳等问题。在其未来发展中应着力进行基于核心素养的课程整合顶层设计,以主题为依托实现课程内容的整合,丰富课程整合的实施方式,以及完善课程整合的评价方式,进而实现多学科课程整合模式的良序运行。
Since the reform and opening-up, multidisciplinary curriculum integration in China has experienced three stages:the starting stage, the localization and the in-depth development, and has been gradually mature. However, there still exist such problems as deficiency in overall planning and coordinated advancement of curriculum integration, little attention paid to the function of educating people, a lack of understanding of the degree of curriculum integration. Some suggestions have been made for future development, which include carrying out the top design of curriculum integration based on key competencies, relying on the theme to integrate the curriculum contents, enriching the ways of curriculum integration, and improving its evaluation method in order to ensure the effective implementation of multidisciplinary curriculum integration.
作者
王飞
WANG Fei(Faculty of Education, Shandong Normal University, Jinan Shandong, 250014)
出处
《现代基础教育研究》
2019年第2期44-49,共6页
Research on Modern Basic Education
基金
教育部人文社会科学研究基金项目“我国中小学教师的代际差异研究”(项目编号:15YJC880081)的研究成果
关键词
多学科课程整合模式
核心素养
顶层设计
教师教育
multidisciplinary curriculum integration
keycompetencies
top design
teacher education
