【作者】 李维春；

【导师】 蒋士会；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2006， 硕士

【副题名】对上海市新城路小学德育课程资源开发的实践研究

【摘要】 随着基础教育课程改革的不断深入,课程资源开发与利用显得至为重要,教育部2001年颁布的《基础教育课程改革纲要(试行)》明确提出,“三级课程、三级管理”,“要积极开发并合理利用校内外各种课程资源”。随着人们对新课程的理解,在校本课程的开发中,课程资源的重要性日益显现,它能满足学生的不同需要,体现了课程的差异性、多样性和灵活性,是国家课程强有力的补充。如何积极开发与利用课程资源,是我国基础教育课程改革所面临的一个新课题。我们现今的道德教育存在着比较多的问题,如在德育概念的界定上,偏于社会价值取向;在德育目标上,脱离学生生活实际;在德育内容上,跟不上生活的步伐;在德育方法上,忽视学生的生活体验和生活践行等。而且受学科主义的长期影响,在我国教育界还普遍存在将德育课程等同于德育教学科目的现象,德育的学科课程在学校的道德教育中仍然占据主导地位,这就导致简单灌输式的课堂教学始终是学校德育的主要形式。课程观念、课程资源意识的淡薄也使学校整体在德育观念上、教师资源开发能力上、社区及家庭的德育意识和能力上、学校对待校本德育课程资源的整合及利用方面还存在诸多的问题。进入21世纪,“以德育为首”的素质教育不断推进,小学德育工作面临新的国际国内形势,如何加强小学德育工作的针对性、实效性,是当前小学德育工作的新课题。开发和利用校本德育课程资源是解决我国目前德育低效性的根本出路。开发与利用德育校本课程资源的直接目的在于更有效地达成课程目标,最终目的旨在实现学生的全面发展,在德育实践中有着重要意义。它使德育生活化、形象化,克服把德育当作“符号知识”在教室里空对空的传授的缺点,为创设德育情境、开展体验活动带来丰富的资源。它能让学生走出教材的狭隘视野,合理建构课程资源的结构和功能。尤其对于转变和完善德育课程功能、打破德育课程资源结构单一的局面、转变学生的习得方式具有重要作用。本研究在分析现有关于校本课程资源开发理论研究的基础上,采取个案研究方式,运用访谈、观察、文献分析等多种方法,探讨城市小学德育校本课程资源开发的理论与实践,以使德育课程资源开发符合学生的认知结构和认知规律、使课程资源更具适切性并发挥其最大作用。笔者通过真正投入到学校实践当中,以实践为基点,以实践中所发现的问题为更多还原

【Abstract】 With the systemic reform of basic education curriculum, the importance of the curriculum resource application and development is increasing. As showned in The Basic Education Curriculum Reform Guideline (trial) conferred by the Ministry of Education in 2001, the curriculum for three levels should be correspondently managed by three levels of authorities, and both inside and outside school resources should be reasonably developed and applied. Along with the further understanding of the new curriculum in school-based curriculum development, people gradually come to realize the importance of the curriculum resources, which might meet the different needs of students, reflects the differences in curriculum, diversity and flexibility and becomes a strong complement to the national curriculum. How to develop and use curriculum resources actively is a new topic which the basic education curriculum reform is facing.At present, we see a lot of problems in our moral education. These problems include the social value preference of the defination, the outdated indeas of the content and the negligence of the students’experience. Further more, due to the long-term influence of subject doctrine, most people regard the course of moral education as just one teaching subject, which results in a bad phenomenon that the simple indoctrination holds the main teaching methods of moral education in large area of our country. As the lack of conception with curriculum and curriculum resources, there are so still a lot of problems in the school-based curriculum development and applicaiton, such as people’s curriculum ideas, teacher’s capabilities of developing curriculum resources, community and family’s moral conception and capacity, school-based treatment of the integration and use of resources etc.In the 21st century, Quality Education with morality as its core is being carried forward. How to enhance moral education in primary schools efficiently in light of increasingly changing new international and national conditions is always a hot theme. The development and application of school-based moral curriculum resources (DASBMCR) is the primary way of更多还原