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学习共同体作为一种教育组织形式,同时也是一种精神层面的诉求。学习共同体的深入研究及其基础教育的践行,对课程建构提出了新的要求,主要表现在如下几个方面:教师是课程建构的主体;家长与社区人员的协同参与;潜在课程应纳入课程体系;生活性课程需受到重视。
Learning community as a form of education organization, but also a spiritual level of appeal. In-depth study of learning community and the practice of its basic education put forward new requirements for curriculum construction, mainly in the following aspects: the teacher is the main body of curriculum construction; the parent-community collaboration; the potential curriculum should be included in the curriculum System; Living curriculum needs attention.