作　　者： ;

机构地区： 深圳大学

出　　处： 《课程．教材．教法》 2017年第11期11-18,共8页

摘　　要： 三类课程边界困扰、校本课程话语演进、课程实施关键问题反思，构成了本校课程提出的实践逻辑。本校课程具有全面性、统整性、具体性和扎根性，这四方面彼此关联。基于本校课程的基本特性，坚守学生立场，注重学习本位，拟从学习时间、学本课程和学习空间三维角度，进行课程校本转化和重构。本校课程建构需要国家政策扶持、地方区域推进和学校积极营造。 Three types of curriculum boundary harassment, evolution of school-based curriculum discourse, and reflection of key issues in curriculum implementation constitute the practical logic proposed by school curriculum for student （SCS）. SCS is comprehensive, systematic, specific and grounded. These four aspects are related to each other. Based on the basic characteristics of SCS, we should stick to the students＇ stand and pay attention to the learning standard. We should do the school-based transformation and reconstruction of the curriculum from the three angles of learning time, learning course and learning space. SCS construction needs national policy support, local regional promotion and school construction positively.

关 键 词： 三类课程 本校课程 整体建构 推进机制

分 类 号： [G423.07]

领　　域： []