摘要
指导学校课程改进的课程督导需要具有文化回应性,但传统课程督导中的文化缺位消除了课程的文化属性、限制了课程实践的多样探索、弱化了督导的课程改进价值。课程的文化属性、督导过程中的文化因素以及质量文化的课程改进价值都要求课程督导理解课程实践运作的文化机理,具备文化敏感性与包容性,协同学校推进质量文化建设。实现课程督导的文化回应,需要树立从质量检验走向质量改进的评价观,实施“标准+特色”的多元化课程评估,依托文化诊断改进课程。
Curriculum supervision guiding the improvement of school curriculum must be culturally responsive.However,the absence of culture in traditional curriculum supervision results in the elimination of cultural attributes from the curriculum,limits the diversity of curriculum practices,and weakens the value of supervision in terms of cur-riculum improvement.The cultural attributes of curriculum,the cultural factors in the process of supervision,and the value of curriculum improvement in the quality culture all require that curriculum supervision should understand the cultural mechanisms that govern curricular practices,cultivate cultural sensitivity and inclusivity,and collaborate with educational institutions to nurture a quality cultural environment.To realize the cultural responsiveness of curriculum supervision,it is necessary to establish the view of evaluation that shifts from quality inspection to quality enhance-ment,implement a diversified curriculum evaluation framework that encompasses both standards and characteristics,and enhance the curriculum through cultural diagnosis.
作者
石建伟
SHI Jian-wei(School of Education Science,Yangzhou University)
出处
《教育理论与实践》
北大核心
2025年第25期28-34,共7页
Theory and Practice of Education
基金
江苏省社会科学基金一般项目“具身认知视域下幼儿园空间设计优化研究”(项目编号:22JYB011)的研究成果。
关键词
课程督导
文化回应
质量文化
评价观
课程评估
文化诊断
curriculum supervision
cultural responsiveness
quality culture
evaluation view
curriculum evalua-tion
cultural diagnosis
