【作者】 王秀红；

【导师】 马云鹏；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2007， 博士

【摘要】 2001年6月,我国颁布了《基础教育课程改革纲要(试行)》,标志着新中国成立以来的第八次课程改革进入实施阶段。“改变课程结构过度强调学科本位、科目过多和缺乏整合的现状,整体设置九年一贯的课程门类和课时比例,并设置综合课程,以适应不同地区和学生发展的需求,体现课程结构的均衡性、综合性和选择性”是课程改革目标之一。在本次课程改革中,综合科学课程己经正式成为国家基础教育课程体系的重要组成部分,从而打破了建国以来分科课程一统天下的局面。自2001年秋季,新课程进入实验阶段以来,综合课程的实施情况不容乐观,参加实验人数少,实施过程中困难重重,人们议论纷纷。综合科学课程在我国并不是新生事物,自20世纪80年代起,就有一些地区进行综合科学课程改革实验,从东北师大附中的一所学校进行综合科学课程实验,到上海市部分学校进行综合科学课程实验,再到浙江一个省进行综合科学课程实验,他们的改革为我国综合科学课程改革积累了丰富的经验,也出现一些值得思考的问题。考察和总结我国典型的综合科学课程改革的案例,从中寻找经验,吸取教训,将有助于我国综合科学课程改革和发展。本研究选取了我国20世纪80年代综合科学课程改革的两个案例,采用访谈、文献分析、实地观察等多种研究手段,考察他们产生的背景、研制的方式、课程的特征和实施过程,总结综合科学课程改革的特征,寻求进一步推动我国综合科学课程改革的启示。研究表明,在20世纪80年代,我国社会、政治、经济的发展和义务教育改革的需要是产生综合科学课的主要动因。科学课程存在着内容重复,过难,与社会生活实际相脱离,学生存在“高分低能”现象,同时国际科学课程的综合化趋势,促进了我国综合科学课程改革的产生;20世纪80年代综合科学课程的研制是一个边研究、边设计、边实验、边修改的过程,综合科学课程研制借鉴了国际综合科学课程成功的经验,同时也受研制者经验的制约。我国20世纪80年代的综合科学课程属于第一代综合科学课程,其主要特征是“小综合”、“拼盘式”,“既相对的保持知识的系统性,注意课程的知识结构,又特别强调加强知识之间的横向联系。”主要受我国长期课程分科设置、考试以及教师适应性的影响。第一代综合科学课程还重视科学方法教育,加强联系实际,重视STS教育;综合科学课程实施的瓶颈是教师问题,教师存在着感情难以接受、知识结构欠缺、实验技能不过关、教学方法单一等问题。研究表明增强教材对教师的适应性,培训到位、政策跟上、解决资源配备问题,是解决教师瓶颈问题的有效策略。根据研究结果,建议在推进综合科学课程改革中,应该重视整合综合科学课程的研制团队,不仅注意其学科背景,理论专长,而且注意其已有的关于综合科学课程的实践经验;“学会坚持和妥协”,不能急于求成,要关照我国的实际,特别是教师问题,尤其是教师的知识结构问题,这是首先需要解决的问题,所以我们的综合科学课程改革需要“分步到位”;个案中行政力量的支持使其渡过了道道难关,出台的一系列政策,保证了综合科学课程的顺利进行,是我国推进综合科学课程改革尤其应该借鉴的;应当提高人们对综合科学课程价值的认识,加强综合科学课程评价的研究;提高教师对综合科学课程适应性,改革高师课程设置,调整教师的培训策略。更多还原

【Abstract】 In the June of 2001,“the Outline of Basic Education Reform (trial)”was issued for enforcement in China. It symbolized that, the eighth curriculum reform came into implementation stage in new China. One object of the curriculum reform was to change the current situation that the subject-centered was excessively emphasized in the curriculum structure, and that the subjects were too many and were devoid of conformity; to set up holistic nine year curriculum genus and hour proportion; to set up integrated science curriculum in order to adapt the demand of different districts and different students; to manifest that the curriculum is balanced, integrative and selective. In this curriculum reform, the integrated science curriculum becomes an important part of national basic education curriculum. It changed the situation that there is only different subject curriculum in schools since the founding of new China. Since the new curriculum has been put into experimented in autumn, 2001, the situation of integrated science curriculum implementation is not optimistic. The students that take part in the experiment become fewer. There are so many difficulties in the process of curriculum implementation. There are different opinions about integrated science curriculum. The integrated science curriculum is not a new thing in China. Since the 80’s of 20th century, several areas have already begun to do the experiment. At first the High school Attached to Northeast Normal University did the experiment. Then several schools in Shanghai joined it. And then Zhejiang Province began to implement the integrated science curriculum. They accumulated luxuriant experience for us. At the same time, some problems that were worthy of thinking were present to us. The reviewing and summarizing of the typical case of integrated science curriculum reform in our country, and searching for the experience and edify from it, is valuable for the coming reformation and development of our integrated science curriculum .This research chooses two cases of integrated science curriculum reform in the 1980s. We adopt the investigate measure of review, literature analysis and observed on the spot, to review their originated background, study mode, curricula characters and implementation process. From the research we try to summarize the characters of our integrated science curriculum reform and search for apocalypses for the practice of current integrated science curriculum in China.From the study we know that the main reasons to give birth to integrated science curriculum of 80’s of 20th in China were the development of politics and economy and the demands of compulsory education reform. At that time, there were some severe problems in the traditional science curriculum as follows: the repetition, immoderate difficulty and deviation from society practice of the content and the result of students with high achievement but low ability. For these reasons and with the international background of amalgamation of different subjects, the integrated science curriculum came force in our country. The development of integrated science curriculum is a process of investigating, designing, experimenting and amending synchronously. That process used the experience of international integrated science curriculum for reference and was restricted by investigators’experience. The integrated science curriculum in the 1980s as the first era of our integrated science curriculum, influenced by our traditional branched curriculum, examination and adaptability of teachers, is characterized of mild-integrated and blending with the comparative systematic knowledge and emphasizing of knowledge structure and the connection of knowledge. The first generation integrated science curriculum paid more attention to the science method education and enhanced the contact between curriculum and practice. It also paid more attention to STS education. Teacher’s problem is the choke point of the integrated science curriculum implementation. Teacher’s problems are those teachers reject the curriculum emotionally, the knowledge configuration is deficient, the experimental skill is not up to par, and the teaching method is simplex. The research indicates that we can effectively solve the teacher problem through these approaches, such as enhancing teachers’adaptability to the teaching materials, ensuring the validity of teacher training, coming on reasonable policies, solving the problem of education resource and so on.According to the result of the research, we argue that the group of integrated science curriculum in the following curriculum reforms not only on their course background and theory specialty, but also on the experience of the implementation of integrated science curriculum they have done. To implement the integrated science curriculum successfully, we need persistence and compromise. We need to go to the end from stage to stage instead of haste for the end. Consider of our country’s reality, problem of teachers is the most important one, especially teachers’ knowledge structure. Administrative potencies and support carried the practice through in the case. The policies of government which make the implementation of integrated science curriculum are going well. We should know something about implementation from this point. We should solve the question on what is so good about the integrated science curriculum as soon as possible. It must be reinforce the study of evaluation and teacher’s adaptability in the following science reforms, and innovate the curricula setting of university and adjust the fostering strategies of teachers.更多还原