摘要
在地化教学作为一种融通国家、地方和学生发展需要的课程开发和教学实施方法,已在美国乡村学校的教育改革中取得了可观的成效和丰富的经验。自20世纪中期至今,美国乡村学校在地化教学大致历经三个发展阶段,现已形成对标准化教学内容进行在地化改造、对地方资源予以教学化整合两种内容开发思路,以及方向保障、师资保障和环境保障三方面保障经验,可供我国乡村教育教学的质量提升和发展改革参考。
As a curriculum development and teaching implementation method that integrates national,local and student development needs,place-based pedagogy has achieved great effect and rich experience in the education reform of rural schools in the United States.Since the mid of the 20th century,the place-based pedagogy of rural schools in the United States has roughly experienced three stages of development.At present,two kinds of content development ideas have been formed,i.e.,place-based transformation of standardized teaching content and teaching integration of local resources.Furthermore,three aspects of guarantee experience,namely,direction guarantee,teacher guarantee and environment guarantee have been accumulated.These can be used as references for the quality improvement and development reform of rural education and teaching in China.
作者
刘雨田
LIU Yutian(School of Education Science,Nanning Normal University Nanning Guangxi 530001,China)
出处
《教育参考》
2024年第11期39-46,共8页
Education Approach
基金
教育部人文社会科学研究青年基金西部和边疆地区项目“全面推进乡村振兴背景下乡村学校在地化教育的体系模型和发展路径研究”(项目编号:22XJC880003)的研究成果。
关键词
乡村教育
在地化教学
美国
Rural Education
Place-based Education
USA
作者简介
刘雨田,南宁师范大学教育科学学院讲师,博士,主要从事比较教育研究。
