为推动素质教育的深入开展,新一轮课程改革已经在全国的38个实验区展开,这一轮课程改革的基本内容涉及课程建设的方方面面。虽然《基础教育课程改革纲要(试行)》规定了统一的目标和要求,但事实上,新的课程设置方式、课程内容、课程标准在学校层面的操作往往是千差万别的,其执行的效果如何,能否达到预期目标,还决定于学校管理者、教师对课程改革思想、理念的接受和认识程度,教师和学生在教与学角色变化上的实现程度及教学评价上的科学程度。因此,对在学校层 In order to promote the in-depth development of quality education, a new round of curriculum reform has been carried out in 38 experimental areas throughout the country. The basic content of this round of curriculum reform involves all aspects of curriculum construction. Although the Outline of the Basic Education Curriculum Reform (Trial) stipulates uniform goals and requirements, in fact, the new curriculum setting methods, course contents, and curriculum standards are often varied at the school level. How effective are they? Whether or not it can achieve the desired goal is also determined by the degree of acceptance and awareness of curriculum reforms and concepts by school administrators and teachers, the degree to which teachers and students can achieve changes in teaching and learning roles, and the scientific level of teaching evaluation. So on the school level