新课程改革下普通高中的课程设置与管理
发布时间：2019-06-02 07:24
【摘要】： 2004年1月教育部下发《教育部关于开展普通高中新课程实验工作的通知》,确定广东、山东、海南、宁夏四省(区)为首批实验省,于2004年秋季开始普通高中新课程实验。迄今为止,高中新课程实验工作已经历经三年的时间。 新一轮课程改革突出了对课程设置和课程内容的调整和改革,充分体现多样化和选择性这一时代特点。如何按照国家和地方课程改革的精神,根据学校的历史传统和现实情况的实际,调整和充实各种教育资源,合理地设置国家课程和学校课程,构建符合课程改革要求并具有学校鲜明特色的课程体系,以及在实施新课程的过程中如何适当地改革课程管理方式以适应课程设置与实施的要求,都对承担着升学预备教育和就业预备教育双重任务的普通高中提出了巨大的挑战,对高中学校的稳定、创新与发展提出了严峻的考验。 形成一个科学有效、合理实用、体现办学特色的课程设置方案是普通高中新课程实施的首要的关键环节,是在学校层面创造性地落实国家课程方案,实现国家课程与学校课程的统整与融合的载体和平台。就三年的课程改革实践发展水平看,高中学校结合学校实际,对新课程改革所要求的课程设置与管理进行了大量探索,取得了很多成果。比如模块式课程内容的教学方式探索、走班制教学方式的管理体制构建等等。但是也发现新课程改革存在着过于理想化、脱离社会和学校现状的问题,学校在课程设置方面碰到了很多前所未有的困难。比如:很多学校的场地、教室等设施不能保障选修模块的开设要求和走班制的实施;师资的数量与素质仍存在明显不足;高考的巨大压力和高考制度改革的相对滞后制约了学校课程设置的多样性和学生选择课程的合理性;学校陈旧的课程管理方式未能适应新课程实施要求。这些问题都是处于新课程改革之中的普通高中学校必须面对并努力加以解决的。而且学校在编制课程方案时必须综合考虑课改要求、硬件设施和师资配备等多种因素,在场地、教室和师资等教学必备条件没有得到完全改善的情况下,学校的课程方案要立足于学校实际,以尽量给学生开出更多的课程和模块为目的,合理安排课程的开设。如果过于追求学生在模块选择甚至学习顺序上的自主性,就会人为地给学校的管理带来不必要的困难与麻烦。因此,学校的课程设置要考虑到本校场地设施、师资力量与生源状况等自然条件,不能过分追求课程开设的数量和难度,应以适合本校实际,满足绝大多数学生的需要为原则,创造性地构建符合课改精神又具有实践可行性的整体课程方案。 本文试图反思三年来普通高中适应新课程改革要求的课程设置与管理,探究既符合课程改革要求又结合学校实际情况的课程设置与管理的思路,为课程改革的进一步实施提出一些策略。 全文共分五个部分。第一部分引言;第二部分文献综述,概括目前文献资料对新课程改革的课程设置与管理的研究现状;第三部分从实践角度探究积极落实新课程的方式,目前存在的困难和解决的方法;第四部分通过分析各学科科目的课程标准及山东省2007年高考方案和考试说明的要求,提出适合学校实际情况、适应学生不同发展需求的课程设置方案;第五部分根据新课程改革要求及课程设置方案提出重建高中学校课程管理体系的措施。
[Abstract]:In January,2004, the Ministry of Education issued the Notice of the Ministry of Education on carrying out the experimental work of the New Curriculum of the General High School, and determined the first batch of experiment provinces in Guangdong, Shandong, Hainan and Ningxia, and started the new course experiment of the general high school in the fall of 2004. So far, the high school new curriculum experiment has gone through three years. The new round of curriculum reform has highlighted the adjustment and reform of the curriculum and the content of the curriculum, which fully reflects the diversity and selectivity How to adjust and enrich various educational resources according to the historical tradition and the reality of the school in accordance with the spirit of the national and local curriculum reform, to set up the national curriculum and the school curriculum reasonably, and to construct the curriculum which meets the requirements of the curriculum reform and has the distinctive characteristics of the school The course system, as well as how to reform the course management mode to suit the requirements of the course setting and implementation in the course of implementing the new course, has put forward a great challenge to the ordinary high school who has the dual task of promoting the preparatory education and the job preparation education, and it is a great challenge to the high school The stability, innovation and development of the school are put forward It is a critical step in the implementation of the new curriculum of the general high school. It is the key link in the implementation of the new curriculum of the general high school. It is the first step in the school level to implement the program of the national curriculum and realize the course of the country and the school. On the basis of the three-year curriculum reform and practice development level, the high school school combined with the school practice, the curriculum setting and management required by the new curriculum reform The exploration of the quantity has made a lot of achievements, such as the teaching method of the module-style course content and the teaching of the shift system. The construction of the management system and so on. However, it is also found that the new curriculum reform has the problem of being too idealistic, separated from the present situation of the society and the school, and the school touches the course setting. In many schools, facilities such as the site and the classroom can not guarantee the opening of the optional modules and the implementation of the shift system; the number of teachers The quantity and quality of the college entrance examination are still obviously insufficient; the great pressure of the college entrance examination and the relative lag of the reform of the high school system restrict the diversity of the school curriculum and the rationality of the students' selection course; the school's old course management mode The new curriculum is not adapted to the implementation of the new curriculum, all of which are the ordinary high school schools in the course of the new curriculum reform. In the course of preparing the course plan, the school must take into account various factors such as the requirements of the curriculum reform, the hardware facilities and the teaching of the teachers. In the absence of a complete improvement in the requirements for teaching such as the site, the classroom and the teachers, the class of the school The programme should be based on the practice of the school in order to give the students more courses and modules as much as possible The establishment of the course should be reasonably arranged. If it is too much to pursue the students' autonomy in the selection of the module and even the order of study, the management of the school will be human-made. Therefore, the curriculum of the school should take into account the natural conditions such as the facilities of the school, the strength of the teachers and the conditions of the students, so that the number and difficulty of the opening of the course should not be excessively pursued. It should be suitable for the actual situation of our school. The needs of most of the students are the principles, and the creative construction is in accordance with the spirit of curriculum reform. This paper attempts to reflect on the course set-up and management of the three-year high school to meet the requirements of the new curriculum reform, and to explore the course setting and management, which is both in line with the requirements of the curriculum reform and the actual situation of the school. The further development of curriculum reform In this paper, some strategies are put forward. The full text is divided into five parts. The first part is the introduction, the second part of the literature review, summarizes the present research status of the course setting and management of the new curriculum reform at present, and the third part explores the product from the practical point of view. In order to implement the new curriculum, the current difficulties and solutions are put forward. The fourth part is to put forward the appropriate study by analyzing the course standard of each subject and the requirements of the 2007 college entrance examination plan and the examination instruction in Shandong Province. according to the requirements of the new curriculum reform;
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G632.3
本文编号：2490924
[Abstract]:In January,2004, the Ministry of Education issued the Notice of the Ministry of Education on carrying out the experimental work of the New Curriculum of the General High School, and determined the first batch of experiment provinces in Guangdong, Shandong, Hainan and Ningxia, and started the new course experiment of the general high school in the fall of 2004. So far, the high school new curriculum experiment has gone through three years. The new round of curriculum reform has highlighted the adjustment and reform of the curriculum and the content of the curriculum, which fully reflects the diversity and selectivity How to adjust and enrich various educational resources according to the historical tradition and the reality of the school in accordance with the spirit of the national and local curriculum reform, to set up the national curriculum and the school curriculum reasonably, and to construct the curriculum which meets the requirements of the curriculum reform and has the distinctive characteristics of the school The course system, as well as how to reform the course management mode to suit the requirements of the course setting and implementation in the course of implementing the new course, has put forward a great challenge to the ordinary high school who has the dual task of promoting the preparatory education and the job preparation education, and it is a great challenge to the high school The stability, innovation and development of the school are put forward It is a critical step in the implementation of the new curriculum of the general high school. It is the key link in the implementation of the new curriculum of the general high school. It is the first step in the school level to implement the program of the national curriculum and realize the course of the country and the school. On the basis of the three-year curriculum reform and practice development level, the high school school combined with the school practice, the curriculum setting and management required by the new curriculum reform The exploration of the quantity has made a lot of achievements, such as the teaching method of the module-style course content and the teaching of the shift system. The construction of the management system and so on. However, it is also found that the new curriculum reform has the problem of being too idealistic, separated from the present situation of the society and the school, and the school touches the course setting. In many schools, facilities such as the site and the classroom can not guarantee the opening of the optional modules and the implementation of the shift system; the number of teachers The quantity and quality of the college entrance examination are still obviously insufficient; the great pressure of the college entrance examination and the relative lag of the reform of the high school system restrict the diversity of the school curriculum and the rationality of the students' selection course; the school's old course management mode The new curriculum is not adapted to the implementation of the new curriculum, all of which are the ordinary high school schools in the course of the new curriculum reform. In the course of preparing the course plan, the school must take into account various factors such as the requirements of the curriculum reform, the hardware facilities and the teaching of the teachers. In the absence of a complete improvement in the requirements for teaching such as the site, the classroom and the teachers, the class of the school The programme should be based on the practice of the school in order to give the students more courses and modules as much as possible The establishment of the course should be reasonably arranged. If it is too much to pursue the students' autonomy in the selection of the module and even the order of study, the management of the school will be human-made. Therefore, the curriculum of the school should take into account the natural conditions such as the facilities of the school, the strength of the teachers and the conditions of the students, so that the number and difficulty of the opening of the course should not be excessively pursued. It should be suitable for the actual situation of our school. The needs of most of the students are the principles, and the creative construction is in accordance with the spirit of curriculum reform. This paper attempts to reflect on the course set-up and management of the three-year high school to meet the requirements of the new curriculum reform, and to explore the course setting and management, which is both in line with the requirements of the curriculum reform and the actual situation of the school. The further development of curriculum reform In this paper, some strategies are put forward. The full text is divided into five parts. The first part is the introduction, the second part of the literature review, summarizes the present research status of the course setting and management of the new curriculum reform at present, and the third part explores the product from the practical point of view. In order to implement the new curriculum, the current difficulties and solutions are put forward. The fourth part is to put forward the appropriate study by analyzing the course standard of each subject and the requirements of the 2007 college entrance examination plan and the examination instruction in Shandong Province. according to the requirements of the new curriculum reform;
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G632.3
【引证文献】
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2 赵廷瑞;张斌;;教学组织形式的现实性选择——基于课程设置、教学资源、高考评价和学生发展[J];当代教育与文化;2010年02期
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8 陈业;建国以来我国普通高中课程设置历史、现状与发展路向研究[D];广州大学;2011年
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