我国中学校本课程发概况文献综述.doc

我国中学校本课程开发概况文献综述 我国中学校本课程开发的理论及政策依据 “校本课程开发一词是1973年由菲吕马克Furumark﹒A﹒M和麦克伦-cMullen﹒I两位学者在爱尔兰阿尔斯特大学召开的国际课程研讨会上提出的。其英文表述是“School-based Curriculum Development”或“Site-based Curriculum Development”其缩写词为“SBCD” 校本课程开发的理论依据： 真正从认识上为校本课程开发策略莫定思想基础的是以美国的施瓦布 (J.J.S。hwab)和英国的斯腾豪斯 (L.Stenhouse)为代表的课程理论家提出的课程开发的“实践模式”和“过程模式”理论。施瓦布在总结美国“新课程运动”失利的原因的基础上创立了“实践的课程模式”，发起和组织了课程领域的“走向实践运动”。几乎在同一时期，斯腾豪斯在英国与施瓦布遥相呼应，针对目标模式提出了与之对立的课程编制的“过程模式”，并领导了“教师即研究者运动”。他们的理论构建和实践探索，不谋而合，相得益彰，共同奠定了校本课程开发运动的思想基础，他们的课程理论和实践也为校本课程开发揭开了序幕。 我国的课程建设还受到国际课程整合理论的儿童中心（杜威）、结构中心（布鲁纳）和人本主义的认知——情意整合论等流派的影响，按课程设置权限确立了三大板块课程，即：国家课程十地方课程十校本课程三个板块。校本课程是与国家课程、地方课程并列的课程类型，具有独立的价值现实中校本课程开发的一误区是将校本课程异化为师本课程。教师是校本课程建设的主体，是最重要的课程资源，但这并不意味着教师个人可以随意决定开设某种校本课程。一方面，校本课程的开发必须考虑到是否契合学校整体的课程方案。校本课程开发如果只单单考虑教师自身的特点，很容易游离于学校的教育哲学之外。更为重要的是，学生的兴趣是校本课程的出发点。2008-10-27 参考文献目录：（见附录） conferences, learned superiors policies; reports, you can learn to deal with problems, art, just wanted to learn, to learn at any time. To continuously expand the scope of the study. The complexity and comprehensiveness of our work, decided to not only do we want to be professionals, or if generalists, to dabble in different areas of knowledge. Mastery of knowledge not only to have knowledge to rational analysis. This on requirements we, not only to learning national of route, and approach, and policy, also to learning national of legal, and regulations; not only to with political theory armed mind, also to with economic theory guide work; not only to read history, also to read history; not only to absorption SM of mirror, also to gets is of road; not only to from local learn, also to to outside learn; not only to to books learn, also to field study learn. 　　Therefore, I would encourage you, and more to the outside world when I have time to take a look at, take a stroll, outside developments, learn other peoples development approach, and then come back to guide our work. Second, we must think. Learning without thought to overshadow, thinking without learning is p