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随着课改的深入,一部分敢于、善于钻研和思考的教师把课改视角从课堂教学转向了课程设置。对于课程设置的研究,我们比较熟悉的是三级课程设置,即国家课程、地方课程及校本课程。按以往的做法,学校一般以“从上(学校)往下(教师)”的行政推进的策略进行操作,比如学校的某项特色活动开展得比较好,学校就在全校展开以这项特色活动为基础的校本课程。这种推进做法,达到“校本课程建设”与“学校特色发展”双赢的良好态势。国家
With the deepening of curriculum reform, some teachers who dared to be good at studying and thinking shifted the perspective of curriculum reform from classroom teaching to curriculum design. For the study of curriculum setting, we are more familiar with the three levels of curriculum, that is, national curriculum, local curriculum and school-based curriculum. According to past practice, schools generally operate with the policy of “pushing forward (school) down (teacher)” and administrative promotion. For example, a certain characteristic activity of a school is carried out well and the school commences in this school Featured activities based school-based curriculum. This approach to advancing, to “school-based curriculum construction” and “school-specific development ” a good trend of win-win situation. country