摘要
改革开放四十年来,我国课程目标的研究经历了"双基"、"三维目标"和"核心素养"三个发展阶段。在此过程中课程目标的研究取得了一定的成就,其主要表现在:人们对课程目标的理解正逐渐从对立走向融合,从单一走向分层。但在今后的研究中,我们仍需要注意以下三个问题:正确认识"双基"与"三维目标"的历史地位;课程目标的设定应统领于"全面发展"的教育目的之下;"核心素养"作为课程目标需要落地。
In the past forty years of the reform and opening up,the research on curriculum goals in China has gone through three stages:Double-base,three-dimensional goal and core competencies.In this process,the research of curriculum objectives has achieved certain achievements.The main manifestations are:people’s understanding of curriculum objectives is gradually moving from opposition to integration,from single to stratification.In future research,we still need to pay attention to the following three issues:to understand the historical status and roles of“Double-base”and“three-dimension objectives”correctly,the aim of“all-round development”should be used throughout the process of curriculum objectives setting,and a tight connection should be made between the objectives of key competencies and teaching practice.
作者
张杨
ZHANG Yang(School of Educational Science,Harbin Normal University,Harbin,Heilongjiang 150025,China)
出处
《湖南师范大学教育科学学报》
CSSCI
北大核心
2018年第6期30-36,共7页
Journal of Educational Science of Hunan Normal University
基金
教育部人文社会科学研究规划基金项目"教学活动机制与中小学课堂教学改革研究"[18YJA880020]
关键词
课程目标
“双基”
三维目标
核心素养
全面发展
curriculum objectives
“Double-base”
three-dimension objectives
key competencies
all-round development
作者简介
张杨,哈尔滨师范大学教育科学学院讲师,博士。
