“双减”背景下学校课程治理的内容体系及优化机制

Content System and Optimization Mechanism of School Curriculum Governance under the Background of “Double Reduction”

“双减”政策及新课程方案,都体现了高质量教育发展和高质量育人的核心目标,而学校课程管理到治理的转变是顺应新时代育人理念转变的必然要求。在治理理念下,学校课程建设遵循多元主体参与、课程治理权力分布、以学生为本、社会优质性课程资源整合等基本原则,从而协调家庭、学校和社会各方的力量,提升学校课程的育人水平,最终促进学生核心素养的发展。学校课程治理的内容主要包括指向核心素养发展的学校课程统筹规划,情境化、多样化的学校课程内容开发,以学生为中心多边合作的学校课程实施,多元与统一相协调的学校课程评价等方面。建立健全学校课程治理沟通机制、激励机制和督导机制是学校课程治理系统良性运行的重要保障。

The “double reduction” policy and the subsequent new curriculum plan reflect the core objectives of high-quality education development and high-quality education, and the transformation from school curriculum management to governance is an inevitable requirement to comply with the transformation of education ideas in the new era. Under the governance concept, school curriculum construction follows the basic principles of multi-element participation, curriculum governance power distribution, student-centered and integration of social quality curriculum resources, so as to coordinate the forces of families, schools and society, improve the educational level of school curriculum, and ultimately promote the development of students’ core qualities. In terms of the content system of school curriculum governance, it mainly includes the overall planning of school curriculum that points to core quality development, the development of contextualized and diversified school curriculum content, the implementation of student-centered and multilateral cooperation school curriculum, and the evaluation of school curriculum that coordinates diversity and unity. In addition, establishing and improving the communication mechanism, incentive mechanism and supervision and guidance mechanism of school curriculum governance is an important guarantee for the benign operation of the school curriculum governance system.