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对于大多数中学来说,要真正地把校本课程开起来,并且开得多姿多彩,开得有生命力,并不太容易。一位“重点”中学的教务主任就摇头告诉我:“高考这个‘紧箍咒’太厉害了。”这是大环境的原因。但这个“紧箍咒”对于不同学校的效力却是不一样的。也因此,校本课程对于不同的学校,就具有不同的发展机会上的意义。海南洋浦实验学校是一所不太“重点”的十二年一贯制学校。他们十分坦然地按照新课程的理想迈出了校本课程的步伐,两年内开出了多达几十门课,这样大范围和有力度的实践,为教师和学生都带来了生机与活力以及日渐良好的学风;同时,我们也享有了深入研究校本课程开发的真实样本。校本课程的深度和难度如何定位?教学方式应该怎样变化?从事数学等基础学科教学的教师能开发哪些校本课程?这些问题都在教师与研究者的对话中得以显露和解决。而关于学生兴趣的可持续性、校本课程在非学分制下的管理以及如何防止泛化等更深层次的问题,还需要我们继续探索和研究。
For most secondary schools, it is not easy to truly open school-based curricula and to be open and colorful. A Dean at a “key” middle school shook his head and told me: “The college entrance examination is a ’magic spell’ that is amazing.” This is why the environment is so big. But this “magic spell” is not the same for different schools. Therefore, school-based curriculum has different development opportunities for different schools. Hainan Yangpu Experimental School is a less “focused” 12-year-old school. They are very calm in taking the school-based curriculum as they wish and taking as many as dozens of classes within two years. This wide-ranging and vigorous practice has brought vitality and energy to both teachers and students. An increasingly good style of study; at the same time, we also have a real sample of in-depth study of school-based curriculum development. How to locate the depth and difficulty of the school-based curriculum? How should the teaching method change? What school-based curriculum can the teachers engaged in the teaching of the basic subjects such as mathematics? These problems are revealed and resolved in the dialogue between the teacher and the researcher? As for the sustainability of student interests, the management of school-based curriculum in non-credit system and how to prevent further problems such as generalization, we still need to continue to explore and study.