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打开课程运行"黑箱":学校课程发展五层次论刍议

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学校课程的高质量运行是落实国家课程要求、释放课程育人效能的关键.然而,当下学校层面课程发展机理的缺位与实践的迷惘,表征着学校课程发展仍是一个日用而少知的"黑箱",亟待打开.课程作为一种基于关系性存在的经验转化历程,其发展的过程,实质是指向学生经验生长的过程.以经验转化为核心,学校层面的课程发展可分成本校规划的课程、教研组筹划的课程、教师转化的课程、课堂运行的课程、学生所得的课程五个层次,它们之间具有表层与深层的结构关系,并通过螺旋上升助推着学校课程不断向前发展.厘清课程在学校层面的运行过程,可以丰富课程转化理论,为动态化的课程理解提供本土范式;引领学校课程领导,为深化学校课程改革提供现实抓手;优化课程治理,为推进课程政策落地提供实践路径.
Opening the"Black Box"of Curriculum Operation:A Brief Discussion on the Five Levels of School Curriculum Development
The high quality operation of school curriculum is the key to implement the requirements of national curriculum and release the efficiency of curriculum education.However,the lack of curriculum development mechanism and the confusion in practice at the current school level indicate that the development of school curriculum remains a"black box"and requires further exploration.As a process rooted in experiential transformation and relational existence,curriculum development is fundamentally about fostering students'experiential growth.At the school level,it can be divided into five levels:curriculum planned by school,curriculum planned by teaching and research teams,curriculum transformed by teachers,curriculum implemented in classrooms,and curriculum absorbed by students.These levels are interconnected on both surface and deep structural levels,promoting continuous spiraling development of school curriculum.Clarifying the process of operating a curriculum at the school level can enhance our understanding of dynamic curriculum theory while providing a local paradigm for comprehensive comprehension,can lead the leadership of the school curriculum and serve as a catalyst for advancing comprehensive school curriculum reform,and can enhance curriculum governance and offer practical strategies to facilitate the implementation of curriculum policies.

school curriculum developmentcurriculum operationfive levels of curriculum developmentexperience

杨志平、程雯、谢翌

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湖南科技大学教育学院(湘潭411201)

江西师范大学教育学院(南昌 330022)

广州大学教育学院(广州510006)

学校课程发展 课程运行 课程发展五层次论 经验

2023年度教育部人文社会科学青年基金

23YJC880130

2024

全球教育展望
华东师范大学

全球教育展望

CSTPCDCSSCICHSSCD北大核心
影响因子:1.268
ISSN:1009-9670
年,卷(期):2024.53(8)