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我们东北师大农村初中改革实验课题组,在东丰县大阳中学开展的初中课程结构改革和优化教学内容、教学过程的改革实验,已进行了将近二年,工作得到了一定的进展,也取得了一些成效。现把改革实验情况做如下的阶段性初步总结。一、实验课题的提出与确定 1.改革实验的背景随着世界经济的发展和新技术革命的不断深入开展,一些发达国家十分重视学校中的课程结构改革、教学内容科学化和教学过程最优化的研究。比如,美国早在40年代末就产生了著名课程理论家饶富·泰勒的理论。泰勒在他的名著《课程与教学的基本原理》一书中,详尽地阐述他的思想。这一理论可归结为一个四阶段的模式:确立目标→选择内容→组织内容→评价。尽管这套理论存在不少欠缺,但由
We Northeit Normal University rural junior high school reform experimental task group, in Dongfeng County Dayang Middle School junior high school curriculum structure reform and optimize the teaching content, teaching process reform experiment, has been carried out for nearly two years, the work has made some progress, but also made Some results. Now the reform experiment to do the following preliminary stage summary. I. Proposal and Determination of Experimental Questions 1. Background of Reform Experiments With the development of the world economy and the continuous deepening of new technological revolutions, some developed countries attach great importance to the reform of the curriculum structure in schools, and the teaching content is scientific and the teaching process is optimized Research. For example, the United States as early as the late 40s produced the theory of reputable curriculum theorist Rich Taylor. In his famous book, The Fundamentals of Curriculum and Teaching, Taylor elaborates on his ideas. This theory can be attributed to a four-phase model: setting goals → choosing content → organizing content → evaluating. Although this theory there are many deficiencies, but by