论文标题:我国中小学课程与教学改革实验20年之回顾与反思（1979—1999）
Retrospect and Reflection Upon the Course and Teaching Reforming Experiment in Our Primary and Middle School of the Past 20 Years (1979-1999)
论文作者 唐卫平
论文导师 张传燧,论文学位 硕士,论文专业 课程与教学论
论文单位 湖南师范大学,点击次数 303,论文页数 56页File Size3643k
2004-04-01论文网 http://www.lw23.com/lunwen_76618707/ 课程与教学;改革实验;回顾;反思
course and teaching; reforming experiment;retrospect; reflection
党的十一届三中全会之后，中国社会步入了改革开放和社会主义现代化建设的新时代，中国的社会文化也随之开始了现代化的转型。同时，世界范围内新技术革命突飞猛进，知识经济社会初露端倪，国际教育改革运动风起云涌。为适应国际国内形势的变化，我国的教育政策和指导思想进行了调整。然而，由于主观和客观的原因，我国中小学课程与教学中存在的许多弊端已不能适应社会变化的需要。正是在这些背景因素的促使下，自1979年至1999年，我国中小学开展了大规模的课程与教学改革实验。回顾20年我国中小学课程与教学改革实验的历程，大致可以分为两个阶段：第一阶段，以1978年12月党的十一届三中全会为起点，以打破“两个估计”的思想束缚为先导，重新反思建国以来我国教育改革实验的发展历史，恢复“文革”中被迫停顿的课程与教学改革实验项目，并在新的形势下开拓新领域，取得新进展。 ．第二阶段，以1992年9月党的十四大为起点，以社会改革的不断深化为契机，反思、总结十余年来我国中小学课程与教学改革实验的经验与教训，积极探索适合于未来社会发展的课程与教学模式。20年我国中小学课程与教学改革实验的内容，主要集中在课程结构、教材和教学方法等三个方面。反思20年我国中小学课程与教学改革实验的主要问题，主要集中在实验理论构想缺乏、实验过程的科学性有待提高、实验结果的评价欠完善、实验外部环境有待改善、实验发展不平衡等五个方面。为深化和规范我国中小学的课程与教学改革实验，我们应将“以人为本，促进人的主体性发展”作为课程与教学改革实验的永恒主题，坚持围绕“素质教育”的指导思想开展改革实验的多样性研究，加强课程与教学改革实验的理论研究与指导，进一步完善课程与教学改革实验的组织管理机制。
Since Third Plenary Session of the Eleventh Central Committee of the Party, China has stepped into the new times of " reform and opening" and socialist modernization construction, And Chinese social culture has also begun to transfer from tradition to modern. In the meantime, the new technological revolution has been forging ahead within the whole world, knowledge economy society has begun to surface and the movements of international education reform have been surging. For this, our educational policy and guiding principle have been readjusted to carter to the needs of domestic and international situation. However, for some subjective and objective reasons, the malpractices which existed in the course and teaching in our primary and middle schools could not gear to these changes. It was just inspired by this. The primary and middle schools in our country launched the large-scale experiments of course and teaching reforming experiment from 1979 to 1999.In retrospect of the experimental course of the course and teaching reforming experiment in our primary and middle school, it can be roughly divided into two stages:The first stage started with Third Plenary Session of the Eleventh Central Committee of the Party (in December of 1978). with breaking the yoke of "two estimates " as its precursor, We reflected the developing history of the education reforming experiment since the establishment of new China, resumed the course and teaching reforming experiment items which were forced to stop during the period of "cultural Revolution" , and opened up a new field and made new progress.The second stage started with the Fourteenth NationalCongress (in September of 1992). with the continuously furthering the social reform as a pivot, We reflected and summed up the experience and lessons from the course and teaching reforming experiment in our primary and middle schools, as to seek a course and teaching mode which suits the social development.The content of the course and teaching reforming experiment in our primary and middle school during the past 20 years centered on the three aspects, namely, course structure, teaching material, teaching method.Reflecting the problems, we can know that they centered on the following five sides:Experimental theory conception was poor; the experimental process was not so scientific; the evaluation of the experimental result was not so perfect; the outer experimental environment left some room to be improved; the development of experiment was imbalanced.In order to further and regulate the course and teaching reforming experiment in our primary and middle school, we should take "depending on man and promoting individual subjective development" as the everlasting theme, do the diversified research revolving round quality-oriented education, strengthen the study and instruction of the course and teaching reforming experimental theory, and fatherly improve the organizing and managing mechanism of the course and teaching reforming experiment.
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