校本课程开发:双重误区与两种匡正

School-based Curriculum Development:Double Misunderstandings and Two Kinds of Remedy

“内在意蕴的流失”和“外部压力下被悬置”是校本课程开发存在的双重误区。前者指的是学校出于对外宣传等目的而开设数量繁多但缺乏深度的课程形式,或者由于复制他校的经验,致使校本课程开发缺少对本校发展的深度思考;后者指的是将校本课程降格为悬空课程,或者异化为第二课堂等误区。“内在意蕴的流失”源于学校秉持的狭义的校本课程开发观;“校本课程开发被悬置”则受到片面追求考试成绩和升学率的掣肘。走出这双重误区,我们需要将校本课程开发理解为“校本的课程开发”和“校本课程的开发”的综合体;通过将整体的课程开发分为校本的课程开发、拓展型校本课程的开发、实践型校本课程的开发,来克服校本课程开发与考试、升学之间的矛盾。

“The loss of inner meaning”and“suspension under external pressure”are double misunderstandings in school-based curriculum development.The former means that the school offers a large number of courses just for publicity almost without any in-depth ones or that it only replicates the experience of other schools when it begins to develop its school-based curriculum but without any deep consideration for its own development.The latter refers to the null curriculum from downgrading the school-based curriculum or the misunderstanding of school-based curriculum as additional teaching and learning.“The loss of inner meaning”originates from the school’s narrow understanding of school-based curriculum development while“suspension under external pressure”is caused by the school’s focus on test results and its enrollment quotas only.To get rid of such misunderstandings,we need to perceive the meaning of school-based curriculum development as a combination of“curriculum development based on schools”and“development of school-based curriculum”.Therefore,the barriers between school-based curriculum development and better test results and high enrollment quotas can be overcome through the division of the overall curriculum development into three parts:“curriculum development based on schools”,“extension-based curriculum development for schools”and“practical curriculum development for schools”.