摘要
随着课程改革实践的发展，课程实施的异变问题已或隐或现地存在，并受到越来越多的关注。课程实施中的异变，就是事先设计好的课程理想或预期目标在课程实施中逐渐发生变化，实践层面实施的课程在性质、状态或情形上不同于改革前所预先设计的那样。课程实施中存在两种异变，即超越性异变和衰减性异变。引起课程异变的原因，主要来自课程自身。在课程实施过程中，要尽量促进超越性异变的产生，避免衰减性异变，这是确保课程成功实施的关键。
With the development of curriculum reform, more attention has been paid to the alteration in the implementation of curriculum reform. Alteration refers to the changes with the pre-designed curriculum goals during the curriculum implementation, which are different from the original expectation in terms of curriculum characteristics and state. There exist two kinds of alteration in the curriculum implementation, which are called amplificational alteration and attenuational alteration. The cause of the alteration comes from the curriculum itself. In the process of the curriculum implementation , efforts should be made to promote amplificational alteration and avoid attenuational alteration, which is critical to the successful implementation of the curriculum.
出处
《课程·教材·教法》
CSSCI
北大核心
2004年第3期3-7,共5页
Curriculum，Teaching Material and Method
基金
国家重点课题(国家基础教育新课程的研究、实验与推广)的分课题——“如何预防课程实施过程中课程改革预期目标的偏离的综合研究”(AHAO10019-11)的阶段成果之一。
