改革开放40年我国教育教学创新的回顾与展望

A Retrospective and Prospective Review of the Educational and Teaching Innovation in China over the Past 40 Years of Reform and Opening-up

改革开放40年来,我国教育教学创新先后经历了全面复兴、初步发展、深入发展、体系重建和全面深化五个历史阶段。教育目标从强调“双基”到强调“三维目标”,再到提倡发展核心素养;课程结构渐趋合理,选修课、活动课程和综合课程逐步发展;对课程实施的关注逐步增强,关注的层面不断深入;教育评价由侧重甄别和选拔到强调其发展功能,并逐步走向评价内容的综合化、评价方式的多样化和评价主体的多元化;教育管理从国家统一管理到中央、地方、学校三级管理。未来我国教育教学创新要深化课程整合,突出跨学科融合;深化探究式学习和体验式学习,突出项目式学习;深化过程性评价,突出表现性评价;推动信息技术与教育教学的深度融合。

Over the past 40 years of reform and opening-up, China’s educational and teaching innovation has experienced five historical stages: comprehensive revival, preliminary development, in-depth development, system reconstruction and comprehensive deepening. Educational goals have changed from emphasizing “double-base” to emphasizing “three-dimensional development” to advocating the development of key competencies. The curriculum structure is becoming more and more reasonable, with elective courses, activity courses and comprehensive courses developing gradually. Concern about curriculum implementation has gradually increased and the level of concern has been deepened. Educational evaluation has shifted from focusing on screening and selection to emphasizing its development function, and gradually develops towards the direction of integrating evaluation content, diversifying evaluation methods and diversifying evaluation subjects. Educational governance has transformed from unified national governance to the three-level governance from central government, local governments and schools. In the future, China’s educational and teaching innovation should deepen curriculum integration, highlight interdisciplinary integration, promote inquiry-based learning and experiential learning, focus on project-based learning, develop process evaluation and performance evaluation, and push the deep integration of information technology and education and teaching.