学校课程发展“中国模式”的建构与实践

The Construction and Practice of the Chinese Model in the Development of School Curriculum

课程改革理想与现实之落差是一种"世界病"。中国基础教育课程改革如何攻克校本实施的难关,建构具有中国特色的学校课程发展模式,这是一个重大的课题。该研究与实践历时22年,坚持基层探索与顶层设计、本土行动与国际视野相结合,创建了基于教师、方案、学生三要素互动理论的学校课程发展模式,其是指学校依据国家课程改革的相关文件,围绕学校教育哲学,在学段、学科/学期、单元/课时三个层面整体建构学校课程体系的一套专业规范。该模式通过基于设计的研究,首创从选修课、活动课到校本课程的发展路径;通过开发系列案例,率先建立研究性学习的课程规范;重构国家课程有效实施的专业规范,形成从研读课程标准和教材,到编制学期课程纲要,再到编写新的单元或课时教学方案;利用基于证据的课堂观察,促进教-学-评一致。该模式在实践中持续完善与推广,已成为我国中小学课程发展的基本样态。

There is a joint gap between the ideal and the reality of curriculum reform in many countries of the world. Within the K-12 curriculum reform, there has been a significant issue to overcome the difficulties of school-level implementation and further construct a school curriculum development model with Chinese characteristics. With 22 years’ design-based research, this team of researchers and practitioners integrated practical exploration and top-level design, and local action and global vision, and created a school curriculum development model based on the interaction theory of teachers, programs, and students. This model, following documents of the national curriculum reform, builds on the educational philosophies of schools and establishes a school curriculum system of professional norms in the levels of school, semester, and unit/lesson. This design-based research: pioneers the development path from elective courses, activity courses, to school-based curriculum;establishes curriculum standards for inquiry-based learning via developing series of cases;reconstructs the professional norms of effective implementation of national curriculum, including studying curriculum standards and textbooks, drafting semester syllabus, and designing new plans for units or lessons;and applies evidence-based classroom observations to promote alignment of teaching, learning, and assessment. With continuous improvement and promotion in practice, this model has become a new primary form of curriculum development in K-12 schools in China.