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三级课程管理政策实施以来,十三年校本课程开发走过了艰辛、迷茫,取得明显的阶段性进步。教师课程意识增强、教师课程开发能力得到提升;形成了一些特色课程、增强了学校课程的选择性与适切性;学生的兴趣得到一定程度的满足,自主学习愿望增强。反思十三年校本课程开发历程,仍然有一些重要问题值得深入探讨,这些问题是否得到解决,将影响到学校层面课程建设的整体水平与质量。本专题围绕十三年来我国校本课程开发一直在努力且仍然难以处理好的三个基本问题,即
Since the implementation of the three-level curriculum management policy, thirteen-year school-based curriculum development has gone through hardships and confusion and achieved marked phase advance. Teachers 'awareness of curriculum is enhanced, teachers' ability to develop curriculum is improved, some special courses are formed, which enhances the selectivity and adequacy of the school's curriculum. The interest of students is satisfied to a certain extent, and the desire for independent study is enhanced. Reflecting on the history of the 13-year school-based curriculum development, there are still some important issues worth exploring in depth. Whether these problems are solved will affect the overall level and quality of curriculum construction at the school level. This topic focuses on three basic issues that have been struggling and still difficult to handle well in the development of school-based curricula in the past 13 years