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2000年以来,印度对高中课程进行了两次大的改革,逐步形成了自己的特色。如,课程理念强调以人为本,课程设置注重将学术型与职业型分流,课程内容强调多样性与实用性相结合,课程管理彰显民族化与时代化的统一,课程评价兼顾了灵活性与现实性相协调等。以之为鉴,我国可通过适当扩大高中职业教育课程的内容、探究必修课和选修课的合理比例、完善课程评价制度、开发本土课程、规范师资培养等措施来促进高中课程改革。
Since 2000, India has carried out two major reforms in the high school curriculum and gradually developed its own characteristics. For example, the curriculum concept emphasizes people-oriented, curriculum setting focuses on the separation of academic and professional types, curriculum content emphasizes the combination of diversity and practicality, curriculum management highlights the unity of nationalization and the times, curriculum evaluation takes into account flexibility and reality. Coordination and so on. Taking this as a guide, China can promote high school curriculum reforms by appropriately expanding the content of high school vocational education courses, exploring reasonable proportions of compulsory courses and elective courses, improving the curriculum evaluation system, developing local curriculum, and standardizing teacher training.