基础教育阶段课程统整的误区与矫正——基于教师视角的质性研究

Mistaken Ideas and Rectification of Curriculum Integration in Elementary Education: Qualitative Research Based on the Perspective of Teachers

通过对苏南某市X学校教师进行访谈发现,教师对课程统整的理解模糊和易变,且受到学校规范性文件的制约,对现有的课程统整模式及其效应持谨慎与消极的态度。教师在理念与实践上陷入了一定的误区与困境。走出课程统整的误区,必须形成清晰稳定的课程统整理念,学会融合学科知识,适应社会进步需求,实现课程统整实践的自上而下和自下而上的统一,最终促进学生与教师的发展。

We conducted interviews with teachers in X school of a city in southern Jiangsu and found that teachers＇ understanding of curriculum integration is vague unstable, and restricted by normative documents. Teachers hold a cautious and negative attitude about the existing curriculum integration model, which has led to their misunderstanding and predicament at both the concept and practice levels. In order to get rid of this misunderstanding and predicament, we should form a clear and stable concept of curriculum integration, learn to integrate different subject knowledge, meet the needs of social progress, achieve the unification between teachers and administrators, and ultimately promote the development of students and teachers.