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影响研究性学习课程实施的因素及对策分析 被引量:2

Reasons that Influence the Implemention of Explorative Learning and Related Strategies
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摘要 我国研究性学习课程实施起步较晚,但从实践来看,全国已取得了一系列卓有成效的成绩。但同时我们也必须看到,由于受学校现有条件、师资以及现行高考制度等因素的制约,该课程的开展也受到不同程度的负面影响。为改变这一局面,本文提出必须加大对学校人力、物力、财力等方面的投入,同时要更新观念,改革现有的评价体系,因地制宜地开展此门课程。
作者 杨光富
机构地区 华东师范大学
出处 《开放教育研究》 2002年第5期43-45,共3页 Open Education Research
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  • 2Ben-Peretz. Mirriam (1990). The Teacher-Curriculum Encounter: Freeing Teachers from the Tyranny of Texts, NY: State University of New York Press.
  • 3Carnegie Task Force on Teaching as a Profession (1986), A Nation Prepared: Teachers for the 21st Century, New York: Carnegie Corporation.
  • 4Connelly, F, Michael & Clandinin, D, Jean (1988), Teachers as Curriculum Planners: Narratives of Experience. OISE Press & Teachers College Press.
  • 5Clandinin. D. Jean & Connelly. F, Michael(1992). Teacher as a Curriculum Maker. In Philip W.Jackson (Ed.) Handbook of Research on Curriculum:A Project of the American Educational Research Association, New York. Macmillan Publishing Company.pp, 363-401.
  • 6Elliot. John (1994). The teacher's Role in Curriculum Development: an Unresolved Issue in English Attempts at Curriculum Reform. Curriculum Studies.Vol. 2, No. 1. pp. 43-69.
  • 7Haberman. Martin (1992). The Rote of the Classroom Teacher as a Curriculum Leader. NASSP Bulletin, Vol. 76. No. 547. pp. 11-19.
  • 8Hargreaves. Andy (1991). Curriculum Reform and the Teacher. The Curriculum Journal, Wol. 2,No, 3,pp, 249-258.

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