我国新课改以来课程理论的发展及其影响

The Development of the Curriculum Theory and Its Influence in the China's Mainland After the New Curriculum Reform

新课改以来是我国课程理论发展最为繁荣的阶段。伴随着知识社会的挑战、素质教育的推进、新课改的实施以及学科发展的内在需求,我国课程理论在课程理念、观点、新议题等多方面取得了较大成就。二十年来,我国课程理论的发展表现为在变革中发展、在争论中繁荣、扎根本土的实践关怀以及在文化自觉中塑造理论品格等特征。课程理论的发展对课程决策的科学化、课程管理的民主化等产生了积极影响,并促进了教材的多样化、学校课程的再造、教师专业发展的促进以及课堂生命的激扬等变革。

It is the most prosperous era in the development of the curriculum theory and curriculum study in the China's Mainland over the past two decades.With the challenge of the knowledge-based society,the implement of quality-oriented education policy,the initiation of the eighth basic education curriculum reform,and the inherent needs and power to the development of curriculum theory,the study of the curriculum theory in the China's Mainland had entered a new historical period,which has obtained its discipline independence from the instruction discipline system.It had made great achievements in many aspects such as ideas,concepts,and new research issues.The curriculum research in China's Mainland had solved the theoretical and practical problems during the curriculum reform based on the inquiry the ideal curriculum and the process of communication and dialogue with other countries and regions in the world,with in which curriculum theory had been gradually constructed.In the past two decades,the development of the curriculum theory in China's Mainland had been characterized by developing in the curriculum practice reform,prospering in theorical debate,taking root in local practice and shaping theoretical character in cultural consciousness.It could be seen that during the past two decades,the study of the curriculum in the Mainland had formed a developed relational model between curriculum theory,curriculum policy,and curriculum practice,in which were embodied mutually dependent,interdependent,and collaborative.The development of curriculum theory had taken a numerous positive impact on the scientific curriculum policy decision-making,the democratization of curriculum management,and the diversification of teaching materials,the re-creation of schoolbased curriculum,the promotion of teacher professional development,and the enormous vitality of classroom life.