改革开放四十年我国课程改革图示分析与发展理路

Pattern Analysis of China's Curriculum Reform in the 40-year Reform and Opening-up and its Development Concept

通过改革开放40年我国课程改革的总体图示"支流—流—源—根"的脉络进行解读,可以分析出:多维学习目标的确立是"以人为本"的理念和"以学习者为中心"价值取向的内涵引领的结果;是知识观、教学观和课程观的继承和发展。而核心素养与素质教育也呈现出对立统一的特点,表现为:在目标层面,素质教育是纲,核心素养是目,呈现"纲举目张"的关系;在内容层面,素质教育是源,核心素养是流,呈现"源远流长"的特点;在价值取向上,呈现素质教育与核心素养的"和谐共荣",社会发展与个人美好生活协调发展。因此,宜从推广路径、操作路径、实施内容和改革载体四个范畴入手,以此构建多维统一、内外兼修的课程改革体系。

The analysis of overall chart of ＂tributary-stream-source-root＂ of China＇s curriculum reform in the 40-year reform and opening up reveals that the establishment of multidimensional learning goal guides the connotation of ＂person-oriented＂ concept and the ＂learner-centered＂ value orientation, and the inheritance and development of knowledge view, teaching view and curriculum view. Meanwhile, key competence and quality education also show the characteristics of the unity of opposites, which are shown as follows. At the goal level, quality education is the outline, the key competence is the object, and the relationship is ＂programmatic＂. At the content level, quality education is the source and the key competence is the flow, and it is characterized by ＂long history＂. At the value level, there＇s harmonious development and co-prosperity of quality education and key competence, and coordinated development of social development and personal good life. Therefore, it is advisable to proceed from four categories of promotion path, operation path, implementation content and reform cartier, so as to construct a curriculum reform system that is multidimensional, united, and both internal and external.