三级课程体系下统整课程实践的比较研究——以深圳和香港两所小学为例

The Comparative Research on the Integrated Curriculum under 3-Level Curriculum System--A Cross-case Analysis of Two Primary Schools in Shenzhen and Hong Kong

统整课程的持续发展需要学校各个层面的资源进行配合与创新。该研究以深圳、香港两所学校为例,在三级课程体系的框架下,从校级设计、学科整合和教师实施层面探讨统整课程的实践。研究发现:校级层面,以合作文化和创新的教师团队为基点,课程运作机制是保障;学科层面,呈现主题序列性,进行自主反思的评价;教师层面,引导弹性化学习,构建广域知识。启示包括:发挥智力资本的合力,设计校本化的统整课程;确定学科融通的跨学科内容,注重多元评价;教学中运用学习迁移的同元素论,在真实情境中发展能力。

The sustainable development of the integrated curriculum requires the cooperation and innovation of resources at all levels in schools.This research has conducted a cross-case analysis of two primary schools in Shenzhen and Hong Kong has been conducted.Under the framework of 3-Level curriculum system,it has discussed the practice of integrated curriculum from school-level design,subject integration and teachers’implementation.It has found that at the school level,the integrated curriculum relies on cooperative culture and innovative teacher teams,and is guaranteed by curriculum operational mechanism.At the subject level,the theme of the integrated curriculum should be sequential,and self-reflection evaluation is required.At the teachers’level,they should support flexible learning and help students to build broad knowledge.The implications of this research includes the following aspects:firstly,the school-based integrated curriculum should be designed with the combined efforts of intellectual capital;secondly,the instructional contents should combine different disciplines,and multiple evaluations could be used;and finally,teachers should apply the Identical Elements Theory into their teaching and develop students’abilities in a real learning situation.