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微型化校本课程与教师课程能力提升 被引量：11

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摘要 校本课程开发的"宏大化""精英化"取向,使其增进教师课程能力的设想流于形式。微型课程是一种基于教师能力和学生兴趣的课程,和校本课程有着相通之处,但因其"微""小"和"扎根实践"的属性,用微型课程的视角解读校本课程,又使其具有了"灵活而有针对性""聚焦现实问题"和"小步子快跑"等特点。微型校本课程作为一种特殊的校本课程,为校本课程开发和教师课程能力的提升提供了新视角。
作者 郑洁
机构地区 江苏教育学院教育科学与管理学院
出处 《中国教育学刊》 CSSCI 北大核心 2013年第1期35-37,共3页 Journal of The Chinese Society of Education
关键词 校本课程 微型课程 教师课程能力
分类号 G423 [文化科学—课程与教学论]
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参考文献3

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  • 4Connelly, F, Michael & Clandinin, D, Jean (1988), Teachers as Curriculum Planners: Narratives of Experience. OISE Press & Teachers College Press.
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  • 6Elliot. John (1994). The teacher's Role in Curriculum Development: an Unresolved Issue in English Attempts at Curriculum Reform. Curriculum Studies.Vol. 2, No. 1. pp. 43-69.
  • 7Haberman. Martin (1992). The Rote of the Classroom Teacher as a Curriculum Leader. NASSP Bulletin, Vol. 76. No. 547. pp. 11-19.
  • 8Hargreaves. Andy (1991). Curriculum Reform and the Teacher. The Curriculum Journal, Wol. 2,No, 3,pp, 249-258.
  • 9Richardson, V. & Plaeier, P. Teacherchange[A]. Richardson, V. (Ed.), Handbook of Research on Teaching (4th ed. )[C]. Washington, D. C. : American Educational Research Association. 2001. 905-950.
  • 10Fullan, M. & Hargreaves, A. Teacher development and educational change [A]. Fullan, M. & Haregreaves, A.(Eds.), Teacher development and educational change[C]. London: The Falmer Press. 1992. 1-9.

共引文献239

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二级引证文献143

中国教育学刊
2013年 第1期

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