摘要
学分制课程设计的基本规范是讲求课程的惟一性和独立性,避免课程管理过程的混乱。在实际教学过程中,要根据内容或层次对有交叉或包含关系的课程进行分割。学分制是以课程为基本教学单位的管理模式,必须将所谓按阶段、按"册"教学的模式转换为按"课程"教学的模式。在课程设计阶段,要根据不同学生对课程要求的不同,将学科中各门课程的内容和知识划分为不同层次,最终通过学生自主选择实现分层教学。
Basic regulation for the curriculum design under Credit system is to persist the exclusion and independence and avoid the confusion of curriculum management process. In practical teaching process, teachers should divide the courses that are mutually overarching or inclusive according to the content and levels. Credit system is a kind of management model which take course as the basic teaching unit. Therefore, under this system, teachers must transform the model that implement teaching according to the phase and volume to the model that carry out teaching according to courses. In the phase of curriculum design, teachers should divide the content and knowledge in every course of one discipline into different levels according to different demands for courses of different students, ultimately, stratefied teaching can be achieved through students＂ independent selection.
出处
《职业技术教育》
2006年第28期47-48,共2页
Vocational and Technical Education
关键词
学分制
课程设计
分层教学
credit system
curriculum design
stratefied teaching
作者简介
魏勇（1966-），男，四川宜宾人，深圳信息职业技术学院软件工程系教师。
