摘要
改革开放以后,我国基础教育课程管理结合国情,借鉴域外经验,进行多方改革,逐步形成了适合基础教育课程发展的三级课程管理体制。回顾40年改革历程,其间集聚了我国基础教育课程管理体制改革的基本经验:课程权力在国家、地方及学校间保持动态平衡;在课程领导和课程管理作用下,满足各方的多样需求,提升其课程意识与能力;通过完善配套制度与组织机构,提升管理人员的管理素质与能力,课程管理体制更加适应基础教育课程发展的需求。
Since the reform and opening-up, based on the national conditions of China, policymakers and researchers have gradually established the three-level curriculum management system with the help of foreign experience. The process offered much experience of the reform in basic education curriculum management system to take stock of. The dynamic balance of curriculum power should be maintained between central government, local governments and schools. Under the effect of two kinds of management behavior, which are curriculum leadership and curriculum management respectively, curriculum power should meet the various needs, strengthen the curriculum consciousness and enhance the curriculum ability of teachers and students. By perfecting the supporting system and organization and improving the management quality and ability of the managers, the three-level curriculum management system will better meet the development needs of the basic education curriculum management.
作者
郑玉飞
Zheng Yufei(School of Education Science,Shanxi University,Tai yuan Shanxi 030006,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2018年第10期44-50,共7页
Curriculum，Teaching Material and Method
关键词
改革开放
三级课程管理
中国经验
reform and opening-up
three-level curriculum management
Chinese experience
