论文部分内容阅读
转型后的发展通道,有一个共同的特点,即主动权在学校,不搞行政一刀切,经费、资源、政策等多种支持都不会自动而来。在一个高中多样化的会议上,笔者曾经听到上海的一位高中校长在他的发言中表达了这样的意思:这几年,上海的高中课程改革,学校都实质性地“动”了起来。笔者认为,这个“动”字用得好,它形象地展现了今天高中学校课改的心态和状态。当下,政府推进学校发展的方式已经转型了。这种转型,就是从那种分层递进的单一上升通道、固化的单一国家课程、坚不可摧的单一升学模式,转向多通道交叉、多样课程选择以及多
After the transformation of the development channel, there is a common characteristic that the initiative in schools, do not engage in administrative across the board, funding, resources, policies and other support will not come automatically. In a high school diversified conference, I once heard a high school principal in Shanghai express his intention in his speech: In recent years, the high school curriculum reform in Shanghai and the schools have essentially “moved” Up The author believes that this “move ” the word well, it vividly demonstrated today’s high school school curriculum reform mentality and status. Nowadays, the way the government promotes school development has been transformed. This transformation is the result of a single ascending channel that progresses in layers, a single national curriculum that is solidified, an unassailable single progression mode, a shift to multichannel crossover, diversified course choices, and more