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课程实施取向是指对课程实施过程的不同认识以及支配这些认识的相应的课程价值观。课程实施取向集中表现在对课程计划与课程实施关系的不同认识上。根据美国学者辛德尔、波林和扎姆沃特的归纳,课程实施有三种取向,即“忠实取向”“相互适应取向”与“创生取向”。20世纪80年代以前,“忠实取向”占主导地位。该取向认为,“课程变革就像技术一样,通过学习变革方案所需要的新的行为和新的组织模式,教师乃至整个学校体系就会自然而然发生变革。”直到20世纪80年代,人们发现,课程变革的实施过程与其说是预定模式的径直实现过程,不如说是一种
Curriculum implementation orientation refers to the different understanding of curriculum implementation process and the corresponding curriculum values that govern these perceptions. The orientation of curriculum implementation focuses on the different understanding of the relationship between curriculum planning and curriculum implementation. According to the summary of American scholars Sindell, Pauline and Zamut, the curriculum has three kinds of orientation: “faithful orientation”, “mutual adaptation orientation” and “creative orientation”. Before the 1980s, “faithful orientation” dominates. The orientation holds that “course change is just like technology, and the teacher and the entire school system can change spontaneously by learning the new behaviors and organizational patterns needed for a change program.” It was not until the 1980s that it was found that courses The implementation of change is not so much a process of realizing the process of reservation as it is