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本文通过调查发现,学校执行研究性学习课程政策时表现出共同的行为方式,即:在课时上,不能按相关要求开足课程;在实施方式上,利用节假日“集中”进行;在教学过程中,重形式轻实质。学校的这种现实回应使研究性学习课程政策在实践中面临被消解的境地。对此,我们不能简单地将其归咎于学校执行政策不力,而应从整个课程政策的制订、执行和调整系统的角度来考量。
Through the investigation, we find that the school behaves in a common way when carrying out the research-based learning curriculum policy, that is, in the class time, it can not open the course according to the relevant requirements; in the implementation mode, it uses the holiday “concentration”; in the teaching In the process, heavy form light substance. This realistic response in schools has made the research-based learning curriculum policy a reality that has been eliminated. In this regard, we can not simply blame the poor implementation of the school policy, but from the curriculum policy formulation, implementation and adjustment of the system point of view to consider.