我国基础教育课程督导的运作方式

The Operating Mode of Curriculum Supervision on the Elementary Education

我国基础教育课程督导的运作方式包括探析其组织架构和构建其流程。课程督导组织架构现已发展完备,但在实际操作过程中存在着形式混乱、人员缺乏专业性、职权不清等问题。现有的课程督导组织架构可划分为官方组织架构和非官方组织架构,这两种组织架构的人员和权利不同,它们分工合作,更好地发挥着监督、评估和问责的职能。课程督导的流程包括课程督导的目标确定、范畴界定、形式选择以及反馈调节四个步骤。这四个步骤是螺旋上升的、不断循环的,并且围绕着同一个方向有序运行。

There are two operating modes in the curriculum supervision of elementary education： analyzing its organization framework and constructing its operating procedures. Now, the organization framework is perfectly developed, but there are some problems in the practical operation. For example, the form is in chaos, the staff is lacking in specialty, and the authority is not clear. The organization framework can be divided into the official organization and the non-official organization, the staff responsibilities and rights of which are different. They cooperate with each other in order to play their flmctions of supervision, assessment and accountability well. The supervision includes such four procedures as making clear objectives, defining categories, choosing forms, and providing feedback and regulation. The four procedures are spiral and recycling, and the construction of the supervision process is centered on the smooth operation of curriculum.