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2001年基础教育新课程改革启动至今,走过了14年路程。由于历史原因,我国基础教育的着力点一直偏重于课堂教学,对于“课程”这个概念,有一个从零开始逐步深入的学习认识过程。而且,学术界对于“课程”这个领域的诸多认识,还带有浓重的国外“舶来品”的色彩和痕迹,尚远不能达成相当程度和范围上的普世共识,在课程理论的“本土化”加工消解方面还有相当的工作。国家、地方、校本课程,从本初的三级课程管理概念异化成为三个层面的具体课
Since the start of the new curriculum reform of basic education in 2001, it has passed 14 years. Due to historical reasons, the focus of China’s basic education has always been emphasis on classroom teaching. For the concept of “course”, there is a process of learning and understanding progressively from scratch. Moreover, the academic circles are still far from being able to reach a considerable degree and scope of common understanding of many aspects of the “curriculum ” field of knowledge, but also with a strong foreign “exotic ” colors and traces in the theory of curriculum “Localization ” Processing digestion there is a considerable job. National, local and school-based curriculum, from the beginning of the three levels of curriculum management concept alienation into three levels of specific courses