摘要
学生课业负担的许多客观事实显示，课程编制过程中存在着两级落差。从改革初衷到课程标准的第一级落差，主要源自各自追求本学科可能发展区间的最大化以及总俸协商、调控机制的缺乏；从课程标准到教科书的第二级落差，主要源自某些标准的引申、充实、拓展失度，目标把握失当，教材都挤内容拓展一条道。控制落差的主要对策是：降低课程编制的决策风险，加强实证研究，改进与完善评估机制。
Some real facets of the burden of students＇ schoolwork illustrate that there exist two levelsof undiscovered gap in the process of curriculum development. The first level of gap, from the original intention of reform to curriculum standards, derives from various disciplines＂ pursuit of maximum of development space, as well as the lack of mechanisms of overall negotiating and adjusting; the second levels of gap, from curriculum standards to textbooks, mainly derives from the extension, enrichment, inappropriate development and achievement of the target of some standards. Textbooks are mostly compiled in the way of content development, constituting the important factor to increase the fall. The main measure to control the gap is to decrease the decision risk in curriculum development, strengthen empirical research, and improve evaluation system.
出处
《课程．教材．教法》
CSSCI
北大核心
2011年第11期23-29,共7页
Curriculum，Teaching Material and Method
基金
全国教育科学“十一五”规划教育部重点课题(课题号:DHA080092)”提高中小学生学业效能:‘轻负担、高质量’的实证研究”成果之一
关键词
课程编制
落差
课业负担
决策风险
实证研究
调控机制
curriculum development
gap
schoolwork burden
decision risk
empirical research
mechanism of regulation
