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课程变革首先是一场深刻的教育观的变革,不经历一次思想的震荡,对新课程只能是形而上学、庸俗化的理解。教师教育生命的张扬、焕发与学生主体的实现,看似悖论,其实前者是后者的前提。观念的突变性与行为的渐变性是变革的特征。新课程改革注重解决思想方法问题和关注实际效果。新课程改革无疑解决了一些课程中长期存在的问题,但新课程改革也不是解决一切教育问题的良药。
Curriculum change is first of all a profound educational concept of change, without going through an ideological shock, the new curriculum can only be metaphysical, vulgar understanding. The publicity and rejuvenation of teacher education life and the realization of student subject seem paradoxical. In fact, the former is the premise of the latter. The mutation of ideas and the gradual change of behavior are the characteristics of change. The reform of the new curriculum pays great attention to solving the problems of ideological methods and paying attention to actual results. The new curriculum reform undoubtedly solves some problems existing in the curriculum for a long time, but the new curriculum reform is also not a good medicine for solving all educational problems.