1、第一章 課程及其影響因素,學(xué)習(xí)目標(biāo)： 理解當(dāng)代課程的意義 認(rèn)識課程的哲學(xué)基礎(chǔ) 了解課程的不同類型 明確課程的影響因素 了解課程的管理模式,一、課程的意義,問題討論與觀點分享 1. 你認(rèn)為課程是什么？ 2. 課程在學(xué)校教育系統(tǒng)的作用是什么？ 3. 你了解的與課程相關(guān)的術(shù)語有哪些？,Some conceptions in schooling,Curriculum Course Discipline Subject Unit Lesson Class,（一）西方學(xué)者的課程定義舉要,Curriculum is that which is taught in school. Curriculum is

2、a set of subjects. Curriculum is content. Curriculum is a program of studies. Curriculum is a set of materials. Curriculum is a sequence of courses. Curriculum is a set of performance objectives.,Continued,Curriculum is everything that goes on within the school, including extra-class activities, gui

3、dance, and interpersonal relationships. Curriculum is that which is taught both inside and outside of school directed by the school. Curriculum is everything that is planned by school personnel. Curriculum is which an individual learner experiences as a result of school.,Curriculum is all of the ins

4、truction, services, and activities provided for students through formal schooling including but not limited to: content, teaching methods and practices, instructional materials and guides, the physical learning environment, assessment and evaluation, time organization, leadership, and controls. (正式與

5、非正式) Curriculum includes planned, overt topics of instruction as well as unseen elements such as norms and values taught by the school and through classroom interactions between the teacher and learner, hidden social messages imbedded in the curriculum materials themselves, and the material that is

6、not included in the overt or planned curriculum. （顯性與隱性） see: /assessment/glossary.htm 2011-11-18; 12：29,Four ways of approaching curriculum theory and practice:,Curriculum as a body of knowledge to be transmitted. Curriculum as an attempt to achieve certain ends in students - product

7、. Curriculum as process. Curriculum as praxis.,TPP or SPP model,來源：/biblio/b-curric.htm,（二）如何理解課程,課程是一個復(fù)雜的系統(tǒng) 課程的主觀性與客觀性 課程的文本性與實踐性 課程的預(yù)成性與創(chuàng)生性 課程的控制者與設(shè)計者 課程的體現(xiàn)者與創(chuàng)造者 課程的體驗者與獲得者,課程的定義,廣義的課程是指政府和學(xué)校為促進(jìn)學(xué)生全面發(fā)展與個性形成而選擇的教學(xué)內(nèi)容，計劃的學(xué)習(xí)活動及進(jìn)程，創(chuàng)設(shè)的學(xué)習(xí)情境和所采用的學(xué)習(xí)評價等的綜合體。 狹義的課程是指一門科目的學(xué)習(xí)方案及其進(jìn)程。 課程的結(jié)構(gòu)：課程方

8、案、課程標(biāo)準(zhǔn)、課程材料 教學(xué)內(nèi)容：教學(xué)計劃、教學(xué)大綱、教科書 課程是實現(xiàn)教育目標(biāo)的載體和基本藍(lán)圖 課程是學(xué)生學(xué)習(xí)內(nèi)容的過濾器和排序機(jī) 課程是教師教學(xué)與學(xué)生學(xué)習(xí)的基本依據(jù) 課程是聯(lián)系教師教學(xué)與學(xué)生學(xué)習(xí)的中介,課程的地位,教師/ teacher 學(xué)生/ students 學(xué)習(xí)/ learning 課程/ curriculum 教學(xué)/ teaching 方式/ way 評價/ evaluation,二、課程的哲學(xué)基礎(chǔ),Philosophical Foundations of Curriculum Historical Foundations of Curriculum Psychology Foun

9、dations of Curriculum Social Foundations of Curriculum 課程的四大基礎(chǔ)：哲學(xué)基礎(chǔ)、歷史基礎(chǔ)、 心理學(xué)基礎(chǔ)、社會基礎(chǔ) 【課堂交流內(nèi)容與課外閱讀內(nèi)容】,Philosophical Foundations of Curriculum,奧恩斯坦等認(rèn)為：“Philosophy provides educators, especially curriculum specialists, with a framework for organizing schools and classrooms. It helps them answer what ar

10、e the schools purposes, what subjects are of value, how students learn, and what methods and materials to use. Philosophy provides them with a framework for broad issues and tasks, such as determining the goals of education, subject content and its organization, the process of teaching and learning,

11、 and, in general, what experiences and activities to stress in schools and classrooms.”,“It also provides educators with a basis for making such decisions as what workbooks, textbooks, or other cognitive and non-cognitive activities to utilize and how to utilize them, what homework to assign and how

12、 much of it, how to test students and how to use the test results, and what courses or subject matter to emphasize.” ( Cited in: Allan C. Ornstein, Linda S. Behar-Horenstein and Edward F. Pajak (2003) Contemporary Issues in Curriculum, third edition, Boston: Pearson Education, Inc. P3),三、課程的不同類型,課程類

13、型是指課程的組織方式或指設(shè)計課程的種類。 課程類型的劃分： 1.基于課程管理：國家課程、地方課程、學(xué)校課程 2.基于課程運行：計劃的課程、實踐的課程、獲得的課程 3.基于課程任務(wù)：基礎(chǔ)型課程、拓展型課程、研究型課程 4.基于課程組織：學(xué)科中心課程、學(xué)生中心課程、社會中心課程 5.基于學(xué)習(xí)要求：必修課程和選修課程 6.基于課程內(nèi)容：學(xué)科課程和活動課程 7.基于課程樣態(tài)：顯性課程與隱性課程 8.基于學(xué)習(xí)場所：課內(nèi)課程與課外課程 9.基于課程特性：理論課程與實踐課程 教學(xué)型課程與學(xué)習(xí)型課程,Larry Cuban （拉里庫班）,Educational theorist Larry Cuban sug

14、gests that there are at least four different curricula in use in our schools. The official curriculum is what state and district officials set forth in curricular frameworks and courses of study. They expect teachers to teach it; they assume students will learn it. The taught curriculum is what teac

15、hers, working alone in their rooms, actually choose to teach. Their choices derive from their knowledge of the subject, their experiences in teaching the content, their affection or dislike for topics, and their attitudes toward the students they face daily.,The learned curriculum. Beyond what test

16、scores reveal about content learning, students also learn many unspecified lessons embedded in the environment of the classroom. The learned curriculum is much more inclusive than the overtly taught curriculum. The tested curriculum. What is tested is a limited part of what is intended by policy mak

17、ers, taught by teachers, and learned by students. The farther removed teachers are from the actual construction of the tests, the worse the fit between the other curriculums and what is tested. Standardized tests often represent the poorest assessment of the other curriculums. 2012-09-16,四、課程的影響因素,問

18、題討論與觀點分享 1. 影響課程的因素有哪些？ 2. 影響課程最重要的因素是什么？為什么？ 3. 中西方影響課程的因素有何異同？,基本因素,政治因素 經(jīng)濟(jì)因素 科技因素 文化傳統(tǒng) 民族特色 教育制度 學(xué)生特點 客觀因素：社會需求、科學(xué)知識的進(jìn)步以及 兒童身心發(fā)展的特點 主觀因素：方針政策、理論觀點,五、課程控制與管理,Who controls the curriculum? National influences State influences Local influences Curriculum hegemony SC=NC+LC+SBC+IC,本章學(xué)習(xí)回顧：,課程的定義 課程的基礎(chǔ) 課

19、程的類型 影響課程的因素 課程管理的模式,課后思考與預(yù)習(xí)提示,課后思考： 1.為什么要重視校本課程的開發(fā)與實施？ 2.為什么要倡導(dǎo)教師作為課程資源的開發(fā)者？ 3.你認(rèn)為我國中小學(xué)課程設(shè)置有什么優(yōu)點與局限？ 預(yù)習(xí)提示： 課程設(shè)計的模式,強(qiáng)化閱讀1-1,The idea of curriculum is hardly new - but the way we understand and theorize it has altered over the years - and there remains considerable dispute as to meaning. It has its

20、origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines cur

21、riculum as, All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (quoted in Kelly 1983: 10; see also, Kelly 1999). （/biblio/b-curric.htm）,強(qiáng)化閱讀1-2,Curriculum has numerous definitions, which can be slightly confusing. In its