华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2024, Vol. 42 ›› Issue (11): 154-170.doi: 10.16382/j.cnki.1000-5560.2024.11.010

• 学段与类型 • 上一篇    

中国基础教育课程改革学术话语体系的自主建构

崔允漷1, 周文叶1, 雷浩1, 郭洪瑞2, 张紫红1, 王少非3, 安桂清1, 吴刚平1   

  1. 1. 华东师范大学课程与教学研究所，上海 200062
    2. 杭州师范大学经亨颐教育学院，杭州 311121
    3. 台州学院教师教育学院，台州 318000
  • 出版日期:2024-11-01 发布日期:2024-10-18
  • 基金资助:
    教育部人文社会科学重点研究基地华东师范大学课程与教学研究所2022年度重大项目“中国基础教育课程改革的话语体系研究”（22JJD880027）。

The Autonomous Construction of the Academic Discourse System for Basic Education Curriculum Reform in China

Yunhuo Cui1, Wenye Zhou1, Hao Lei1, Hongrui Guo2, Zihong Zhang1, Shaofei Wang3, Guiqing An1, Gangping Wu1   

  1. 1. Institution of Curriculum and Instruction, East China Normal University, Shanghai 200062, China
    2. School of Jing Hengyi Education, Hangzhou Normal University, Hangzhou 311121, China
    3. Professor of the College of Teacher Education, Taizhou University , Taizhou 318000, China
  • Online:2024-11-01 Published:2024-10-18

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摘要：

课程改革学术话语体系的自主建构彰显了中国特色与智慧。课程目标上，从“双基目标”到“核心素养”，育人导向的课程目标愈加突显与清晰，经历两次迭代的课程标准日臻完善；课程结构上，从“单一类型”到“多元均衡”，基于均衡理念的课程结构愈加合理，中国式课程综合化道路初步形成；课程内容上，从“教材内容”到“学习经验”，推进学习经验结构化成为内容建设的共识，具有中国特色的教材学取得较大发展；课程实施上，从“关注课堂转型”到“关注方案转化”，层级协同的实施观与课程思维的系统理念深度嵌入，素养导向的“新教案”应运而生；课程评价上，从“考试考查”到“课程评价”，发展性课程评价体系逐步成熟，新高考变革取得重要进展；课程管理上，从“教学管理”到“课程治理”，系统化、民主化的课程治理体系不断建构，校本课程的本土化取得突破性进展。未来，要以实践性、清晰性、独创性为引领，持续推进中国课程学术话语体系的自主建构。

关键词: 课程改革, 学术话语体系, 核心素养, 课程思维

Abstract:

The autonomous construction of the academic discourse system in curriculum reform has showcased Chinese characteristics and wisdom. In terms of curriculum objectives, the transformation from “mastering basic knowledge and skills” to “cultivating core competencies” has played a leading role in cultivating individuals, with the curriculum standards having undergone two iterations and becoming increasingly refined. The curriculum structure has evolved from a “single type” to a “diversified balance,” continuously refining a balanced approach and exploring ways of building an integrated curriculum with Chinese characteristics. Curriculum content has shifted the focus from “textbook content” to “learning experience,” with the structuration of students’ learning experiences becoming a shared goal, and textbook studies with Chinese characteristics have made significant progress. Curriculum implementation has transitioned from “classroom transformation” to “program conversion,” embedding the concept of hierarchical collaboration and the systematic curriculum thinking, and the new lesson plan guided by competencies is taking shape. Curriculum evaluation has progressed from “examination and testing” to “curriculum assessment,” supported by the maturation of a developmental curriculum evaluation system, and significant progress has been made in reforming the college entrance examination. Curriculum management has changed from “teaching management” to “curriculum governance,” enabled by the gradual establishment of a systematic and democratic curriculum governance system, and breakthroughs have been made in the localized adaptation of school-based curriculum in China. In the future, guided by practicality, clarity, and originality, the construction of China’s curriculum academic discourse system is still constantly advancing. In the future, it is necessary to continue to promote the autonomous construction of the academic discourse system of the Chinese curriculum reform under the guidance of practicality, clarity and originality.

Key words: curriculum reform, academic discourse system, core competencies, curriculum thinking