摘要
跨学科主题课程实践共同体是落实中小学课程改革的重要平台,在共同愿景、组织协作、领导方式、实施路径、组织形态等方面有特别的要求。主题课程实践共同体在纵向上由中小学校内、校外成员多方构成,各方分别有着各自的职责分工;在横向上需建立动态的共享支持体制,包括打造共同的愿景与价值观,制订多层次协作规则,赋予一线教师更大的课程决策权,以定期成果展示形成驱动力等。
The interdisciplinary thematic curriculum practice community is an important platform to implement the curriculum reform in primary and secondary schools,and has special requirements in terms of common vision,organizational cooperation,leadership methods,implementation approaches and organizational forms.The thematic curriculum practice community is vertically composed of members inside and outside the primary and secondary schools,and each has its own division of responsibilities;horizontally,a dynamic shared support system needs to be established,including creating common visions and values,formulating multi-level collaboration rules,giving front-line teachers greater power in curriculum decision-making,and forming a driving force with regular achievement demonstrations.
作者
王淑娟
刘博文
WANG Shu-juan;LIU Bo-wen(Faculty of Educational Management and Psychology, Beijing Institute of Education, Beijing 100011, China)
出处
《北京教育学院学报》
2021年第6期65-72,共8页
Journal of Beijing Institute of Education
基金
北京市社会科学基金规划一般项目“中小学推进五育并举的服务性学习实施策略研究”(21JYB008)。
关键词
课程改革
主题课程
实践共同体
组织机制
curriculum reform
thematic curriculum
practice community
organizational mechanism
