【摘要】：隨著我國三級(jí)課程管理政策的逐步實(shí)施與不斷深入,校本課程開發(fā)在我國的中小學(xué)里正如火如荼的進(jìn)行著,并成為新一輪基礎(chǔ)教育課程改革的代名詞。不可否認(rèn),一些學(xué)校通過進(jìn)行校本課程開發(fā)的實(shí)踐取得了一定的教育成效,但校本課程開發(fā)作為一種新生事物,同樣是一把“雙刃劍”。在校本課程開發(fā)的實(shí)踐中逐漸顯現(xiàn)出了許多的負(fù)面效應(yīng),如加劇了學(xué)校之間的教育質(zhì)量不均衡,學(xué)校耗費(fèi)了過多的人力、物力、財(cái)力等教育資源,教師缺乏開發(fā)校本課程的專業(yè)理論與技能等,嚴(yán)重限制了校本課程開發(fā)的生存空間,極易陷入被“邊緣化”,甚至是“空無化”的危機(jī)之中。危機(jī)提高警覺,困境刺激思維,逆境幫助生存。本文以校本課程開發(fā)的生存危機(jī)為導(dǎo)入,筆者通過運(yùn)用文獻(xiàn)法、訪談法、案例法等多種研究方法,分析其出現(xiàn)生存危機(jī)的多種原因。最終,歸咎于一點(diǎn),校本課程開發(fā)缺失了“校本性”的內(nèi)在靈魂。那么,何謂校本課程開發(fā)的“校本性”真諦?缺失“校本性”,何以使校本課程開發(fā)陷入困境?又如何賦予校本課程開發(fā)以“校本性”,進(jìn)而突破其發(fā)展瓶頸?最終,哪些實(shí)踐策略能夠?qū)崿F(xiàn)“校本性”的校本課程開發(fā),為其提供一條有效的生存路徑?圍繞這四個(gè)一脈相承的問題,本研究分為四個(gè)部分進(jìn)行詳細(xì)論述,并創(chuàng)造性的建構(gòu)“校本性”校本課程開發(fā)模型,旨在為學(xué)校實(shí)際進(jìn)行校本課程開發(fā)提供可操作性的實(shí)踐策略,形成學(xué)校真正意義上的校本課程與自身特色。
[Abstract]:With the gradual implementation and deepening of the three-level curriculum management policy in China, school-based curriculum development is in full swing in primary and secondary schools in China, and has become the synonym of a new round of curriculum reform in basic education. It is undeniable that some schools have achieved some educational results through the practice of school-based curriculum development, but as a new thing, school-based curriculum development is also a "double-edged sword". In the practice of school-based curriculum development, there are many negative effects, such as aggravating the imbalance in the quality of education among schools, and consuming too much manpower, material resources, financial resources and other educational resources. Teachers' lack of professional theory and skills of developing school-based curriculum seriously limits the living space of school-based curriculum development and is prone to be "marginalized" or even "empty" crisis. Crisis is alert, predicament stimulates thinking, adversity helps survive. This article takes the survival crisis of the school-based curriculum development as the introduction, the author uses the literature method, the interview method, the case law and so on many kinds of research methods, analyzes its existence crisis many kinds of reasons. Ultimately, due to a point, school-based curriculum development lacks the inner soul of "school nature". So, what is the "school nature" of school-based curriculum development? Lack of "school nature", how to make school-based curriculum development into a difficult position? How to give school-based curriculum development "school nature", and then break through its development bottleneck? In the end, which practical strategies can realize the school-based curriculum development of "school nature" and provide an effective survival path for it? This study is divided into four parts to discuss in detail, and creatively construct "school nature" school-based curriculum development model, in order to provide operational practical strategies for school-based curriculum development. Form school-based curriculum and its own characteristics in the true sense of the school.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G632.3

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