导　　师： 林冬桂

学科专业： 040102

授予学位： 硕士

作　　者： ;

机构地区： 广州大学

摘　　要： 在新的世纪里,各国都对高中教育阶段的课程设置进行了大范围的调整和改革,并开始着手从全球化背景出发来设计课程体系,建构具有先进水平的课程。普通高中的课程设置问题也是我国基础教育领域的重要问题。因此,对我国普通高中课程设置的研究具有重要的理论意义与较强的实践价值。 本研究运用文献研究法、比较研究法、历史逻辑研究法、文本分析法等研究方法,从课程设置文本出发,对建国以来普通高中课程设置实际情况进行历史梳理,并结合国外及港台地区高中课程设置的发展趋势进行比较分析,将普通高中课程设置放到一定历史条件下进行考察,运用辩证的观点,根据当时具体历史条件和教育实践效果实事求是地加以评估,力求史论结合。本研究共分为四章。 第一章主要介绍了选题的缘由、研究的目的和意义,阐述了研究思路、研究内容与研究方法,对核心概念进行了界定,并梳理了国内外对“高中课程设置”研究的进展情况,指出现有研究存在的不足,找出本研究的研究价值与研究视角。 第二章运用比较研究法将普通高中课程设置问题置于国际视域,对美国、英国、日本、法国、俄罗斯及港台地区高中课程设置情况进行评介,分析各国及港台地区高中课程设置的特点并梳理出课程设置总趋势:价值取向上趋于辩证统一,课程类型上强调均衡性,课程门类上趋于多样化,为研究我国普通高中课程设置问题提供科学的参照系。 第三章从事实层面对建国以来国家颁布的十六个普通高中“课程计划和授课时数表”,从课程类型、开设门类、开设课时以及在课程中所占的比例等维度进行梳理,分六个阶段勾勒出我国普通高中课程设置在建国后的发展演变轨迹,分析其发展轨迹的变化特点及缘由,并在此基础上归纳出三条规律性的经验:第一,课程价值取向上强调学科本位课程,轻视学生本位课程。第二,课程类型上强调学科课程,轻视活动课程;强调必修课程,轻视选修课程;强调分科课程,忽视综合课程;强调普通课程,忽视职业课程。第三,学科课程的结构上,工具类课程占据主导地位,文体技能类课程需要加强;自然科学类课程一直受到重视,而人文社会类课程则重视不足。 第四章通过对课程设置相关理论的分析,根据普通高中课程设置的影响因素、理论基础以及设置原则,在比较研究和历史梳理的基础上,提出了我国普通高中课程设置的建议:第一,强调学科课程与活动课程的平衡;第二,强调必修课程与选修课程的平衡;第三,强调分科课程与综合课程的平衡;第四,强调工具类、知识类与文体技能类课程的平衡;第五,强调自然科学类与人文社会类课程的平衡。 In the new century, every country adjusts and reforms high school's curriculum frameworks in order to cultivate competitive person who can adapt to the rapid changes of social demands. And every country starts to design high school's curriculum frameworks from the background of globalization, and constructs advanced level courses. High school's curriculum frameworks is also important in the basic education field in our country . So, researching on our country's high school's curriculum frameworks has great theoretical significance and practical significance. This paper uses literature research method, comparative research method, historical logic method and text analysis method. Then analysing the real situation of high school's curriculum frameworks since the founding of our country by curriculum texts. And comparativing analysis the development trend of high school’s curriculum of some foreign countries and HongKong and TaiWan. Studying high school curriculum frameworks in certain historical condition and using dialectical point of view assessment realistically according to the specific historical conditions at that time .This research is divided into four chapters. The first chapter is based on the occasion of the topic, describes the purpose and significance of the research, clears the research approach, content and method, defines the core concepts, and analyzs the progress of the research about 'high school’s curriculum' at home and abroad, points out the shortcomings of existing research and find out the value of this study and research perspective. The second chapter reviews the high school's curriculum frameworks of the United States, Britain, Japan, France, Russia, Hong Kong and Taiwan, analyzs the features and the trend of development of high school 's curriculum frameworks in foreign countries and Hong Kong and Taiwan in order to provide some worth experiences for china. The third chapter combs relevant policy documents from the curriculum categories, curriculum subjects, the time of curriculum and the percentage, analyzs the characteristics and the changes of reasons. By the analysis we can know that: Firstly, the value of high school's curriculum frameworks stresses subject centered curriculum and ignores student centered curriculum; Secondly, stresses subject curriculum and ignores activity curriculum; stresses compulsory curriculum and ignores optional curriculum; stresses separate curriculum and ignores integrated curriculum; stresses academic curriculum and ignores career curriculum; Thirdly, from the structure of the academic curriculum, tools curriculum in the dominant, stylistic and technical curriculum needs to be strengthened; science curriculum has been valued and social curriculum emphasized insufficiently. The fourth chapter is based on related theory, according to the comparative research and historical comb of high school’s curriculum frameworks in china , there are some suggestions: Firstly, emphasize the balance of subject curriculum and activity curriculum; Secondly, emphasize the balance of compulsory curriculum and optional curriculum; Thirdly, emphasize the balance of separate curriculum and integrated curriculum; Fourthly, emphasize the balance of tools curriculum, knowledge curriculum and stylistic and technical curriculum; Fifthly, emphasize the balance of sciences curriculum and social curriculum.

关 键 词： 建国以来 普通高中 课程设置 课程结构

分 类 号： [G632.3]

领　　域： [文化科学]