毕业设计(论文)战后美国基础教育课程改革的历史研究与启示.pdf
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1、战后美国基础教育课程改革的历史研究与启示范牡丹摘要:二次世界大战以来,美国的基础教育课程经历了三次重大的改革浪潮,进而引发了世界性的改革基础教育课程的洪流。目前,美国面向21世纪的基础教 育课程改革也激发了世界课程改革的进程。基础教育,作为造就人才和提高国民 素质的奠基工程,愈来愈引起人们的重视,而课程改革作为基础教育改革的核心 内容更是备受关注。世纪之交,在世界潮流的推动下,我国基础教育高举全面推 进素质教育的旗帜,也掀起了新一轮基础教育课程改革。如何推进我国新一轮基 础教育课程改革的顺利进行,鲜明而紧迫地提到了广大教育工作者和全社会的面 前。他山之石,可以攻玉。研究外国基础教育课程改革的发
2、展,可以为我国当前 的基础教育课程改革提供借鉴。以史为鉴,才能做到不盲目照办,有理性地进行 取舍。因此笔者选择二战后美国基础教育课程改革的历史发展这一典型案例作为 研究对象,通过历史文献法和比较法,对二战后美国的基础教育课程改革从其历 史背景、理论基础、改革的内容和措施等方面进行了深入研究,总结其经验教训,并揭示了美国基础教育课程改革的未来发展趋势,以期对我国新一轮基础教育课 程的顺利进行提供有益的启示。本文首先在课题综述中对研究二战后美国课程改革的现状及相关概念作了分 析,尔后分五部分对二战后美国基础教育课程改革的历程、发展趋势及其对我国 的启示进行了论述。第一部分:50年代后期至60年代初
3、期的认知结构主义课程改革。这一时期,美国基础教育课程在以布鲁纳为代表的认知结构主义思想指导下进行了改革,使 学校课程发生了如下变化:课程目标由生活适应教育转向基础科学知识的教学,促进了中小学教学内容的现代化;教学方法上倡导发现法。但这一时期的课程改 革由于忽视教师在课程中的作用以及编制的教材脱离师生的实际水平,再加之60 年代中后期美国各种社会问题的出现而以失败告终。第二部分:60年代末至70年代的人本主义课程改革。基于对认知结构主义课 程改革“非人性化”的批判,主张课程“人本化”的人本主义课程理论兴起,引 领了这一时期的改革。培养“自我实现的人”是人本主义课程改革的核心;在课 程内容的选择上
4、提出了适切性原则;在课程结构的组织上,其显著特点就是注重“统合”。人本主义课程论者还在教学评价的多样化方面作了有益的探索。但人本 主义课程在关注个人价值的同时,却忽视了对人的认知的发展,助长了反理智主 义,造成学生学历低下,纪律涣散。第三部分:80年代以来以综合治理为特征的课程改革。这一时期,在建构主 义理论的指导下,课程改革进入反思和综合治理阶段。本部分分三部分对此进行 了论述。(1)80年代初期,在国家处在危急中:教育改革势在必行报告的指 导下,美国进行了以“优异”与“高质量”为核心的课程改革。(2)80年代中后 期,“2061计划的启动进一步推动了美国中小学科技教育的课程改革。(3)进入
5、 90年代,美国进一步认识到学术素养不强是本国学生培养质量低下这一基础教育 的传统症结,于是在美国2000:教育战略和2000年目标:美国教育法两 大纲领性文件的指导下,逐步推行加强课程的学术性和统一性、培养学生的学术 能力等政策的课程改革。第四部分:美国基础教育课程改革的未来发展趋势。本文通过研究发现,美 国面向21世纪的基础教育课程改革呈现出如下趋势:(1)加强文化基础课教育,提高教育质量将继续成为美国课程改革的中心内容;(2)课程的设置更注重统一 性和多样性相结合;(3)课程管理上力求地方、学校分权与国家标准相协调;(4)与大学加强联系,以培养和提高教师素质;(5)课程评价上注重评价模式
6、的多样 化。第五部分:二战后美国基础教育课程改革对我国的启示。首先分析了我国新 一轮基础教育课程改革的现状。借鉴二战后美国基础教育课程改革的经验,我国 应在以下方面加强力度:(1)处理好课改中继承与创新的关系,多一些理性思考;(2)重建我国基础教育的课程结构;(3)积极推行课程管理的三级管理体制;(4)积极探索新的课程评价体系:(5)转变教育观念,加强教师培训是推进新课程的 关键;(6)动员一切社会力量参与课程改革。关键词:美国基础教育课程改革历史研究启示Insight into the Historical Study of the American Basic Education Curr
7、iculum Reforms PostwarFan MudanAbstract:After World War II,the American basic education curriculum reforms have undergone three drastic tides of reform,and thus promoted the tide of world curriculum reform on the basic education.At present,facing the 21st century,the basic education curriculum refon
8、n of America still plays a leading role in the curriculum reform of the world.Basic education,as a project of laying a foundation of improving national quality and bringing up talents,is attracting more and more attention all over the world,particularly curriculum refonn,as the key content of the ba
9、sic education,receives much more concern.At the turn of the century,under the push of the world trends,holding the flag of advancing quality-oriented education in basic education,our country has raised a new basic education curriculum reform,too.The topic of how to advance the harmony of the new bas
10、ic education curriculum reform of our country presents itself distinctly and urgently to educators and the whole society.As a Chinese saying goes,stones from other hills may prove more valuable than jade herein.A study of the development of foreign basic education curriculum reforms can offer a good
11、 reference for our countrys present basic education curriculum reform.Thats why I choose this typical case of the American curriculum reforms as my research object.This thesis investigates three curriculum reforms in America from the point of view of its historical background,theoretical foundation,
12、content and measures of reform after World War II,summarizes its experience and lessons,points out the future development trend of its basic education curriculum reform,hoping to offer helpful insight to the promotion of a harmonious development of the new basic education curriculum in our country.T
13、his thesis first studies the present situation and the correlation concept on the topic,then discusses the development of the basic education curriculum reforms in America after World War II in five parts.First part:cognition structuralism curriculum reform between the late 195O*s and the early 1960
14、s.In this period,the basic education curriculum reform was carried out under Bruners cognition structuralism thought,causing the following changes in school curriculum:The curriculum goal changed from the life adaptation education to the basic Hiscience knowledge in the teaching;Promoted the element
15、ary and middle schools curriculum content modernization;Initiated by“the method of discovery in the teaching method.But this curriculum reforms came to an end because of its neglect of teachers function in curriculum and separation from teachers*and students*actual level as well as the establishment
16、 of teaching material.Second part:humanism curriculum reform from the late1960s to the 1970s.This time,the aim of self-actualizing is the core of humanism curriculum reform;Humanism curriculum proposed the principle of“relevance“in the curriculum content choice;In the organization of curriculum stru
17、cture,the humanism curriculums remarkable characteristic is“integration”.Humanism curriculum also has carried on a remarkable exploration in the diverse teaching appraisal system.However,while humanism curriculum pays attention to the individual value,it has neglected the cognition development of pu
18、pils,encouraging the counter-reason principle,it resulted in rather low school record on the part of the students,the discipline is too lax.Third part:the stage of curriculum reforms under the comprehensive program since the 1980s.This time,guided by the constructivism theory,the curriculum reforms
19、enter into a stage of reconsidering and building a comprehensive program.This part includes three parts.Fist,early 1980s,occupied basically by the report A Nation at Risk:The Imperative for Educational Reform,America canies on the reform which focuses on the outstanding performance and high quality
20、as the aim of the core curriculum reform;Second,mid and late 1980s,uPrqject 2061 starts further the American elementary and middle schools science and technology education curriculum reform;Third,in the 1990s,America further truly realized the low academic accomplishment is the traditional crux of t
21、he low quality in basic education.Thereupon,under the two Platform of America 2000:An Education Strategy1 and Goals 2000:Education America Act*,America carries out reforms which gradually strengthens the curriculum discipline,and the unity of the curriculum,aiming at the training of the students aca
22、demic capacity.Fourth part:The American basic education curriculum reform future development tendency.The research reveals the following tendency in the American basic education curriculum reforms facing the 21st century:Strengthens the basic cultural course education,continues to improve the educat
23、ion quality which will become the central content of the American curriculum reform;The curriculum establishment pays great IVattention to the combination of unity and the variety;The coordination of the national standard and the freedom on the part of the local government and the schools in the est
24、ablishment of curriculum;Strengthens the relation with the university to raise and improve the teachers quality;The curriculum promotes a flexible evaluation system.Fifth part:Insight to our countrys curriculum reform from the American basic education curriculum reforms.This part first analyzes the
25、present situation of the new basic education curriculum reform in our country.Taking reference from the experience of the American basic education curriculum reforms,our country should strengthen our reforms in the following aspects:Add more reasons in dealing the matters of inheritance and innovati
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