共查询到20条相似文献，搜索用时 218 毫秒
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日本政府大约每隔10年就要对中小学课程标准进行一次修订,高中理科课程作为重中之重也已经进行了数次改革。深入分析和理解新世纪日本高中理科课程标准的特点,对于推进我国高中理科课程改革会有重要的启示。课程设置的综合化2009年日本文部科学省公布了新的《高等学校学习指导要领》,并已于今年4月起逐步实施。要领中以"提高对自然事物和现象的关心和探究,有目的地进行观察和实验,在培养科 相似文献
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日本是亚洲最早开设综合科学课程的国家 ,初中生物学就包含在综合《理科》课程中 ,自 195 8年起《理科》教学内容的编制一直采用二领域制 ,第一领域是物理学和化学 ,第二领域是生物学和地理。日本文部省所颁布的《初中学习指导要领》作为教育课程的国家标准 ,与我国的课程标准或教学大纲相同 ,是所有中学教材编制的依据。自 2 0世纪 5 0年代以来 ,《要领》大约每隔十年进行一次修订 ,现行的《要领》是 1999年 12月由文部省颁布的 ,并于 2 0 0 2年 4月 1日起正式实施。现将日本《要领》第二领域中有关生物学的部分撷选出来 ,进行扼要介绍和分… 相似文献
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日本政府为建立面向21世纪的教育新体制进行了一系列改革,其中新《学习指导要领》,中小学教育内容及课程改革等都是其重要内容.日本《学习指导要领》重视培养学生终生学习的能力和培养学生个性发展及生存能力.日本中小学课程主要特征:课程目标兼顾总括性和具体性;课程结构合理化;课程设置灵活,富于弹性,趋于科学;重视道德教育;重视体验,注重实践能力的培养. 相似文献
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《学习指导要领》是日本文部科学省制定的中小学教育课程的国家标准,它的修订反映了历次课程改革的重点。自1998年修订以来,日本的中小学课程改革一直陷入困顿的境界之中。在经过反复摸索之后,日本政府于2008年进行了新一轮修订,在一定程度上反映了新自由主义教育改革思潮在面对困境时的反思与纠正。 相似文献
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根据1987年12月日本学校课程审议会报告,日本文部省于1989年3月15日颁布了新的高中教学大纲,即《高等学校学习指导要领》(下文中简称新大纲)。日本这次新大纲的修订其宗旨是立足于面向21世纪,为学生的终身学习奠定基础。日本高中从1994年开始实行新大纲。一、新大纲改革的基本目标和高中课程编制的基本方针 1987年12月,日本学校课程审议会在其报告中提出了对改革目标的四点要求: (一)重视培养学生丰富的情感和坚定的 相似文献
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2017年日本中小学《学习指导要领》的修订是21世纪全球关注学生核心素养发展背景下进行的新一轮课程改革.本次《学习指导要领》将培养学生社会生活所必需的"素质与能力"作为课程目标,构建了支撑"素质与能力"的"知识与技能""思考力、判断力与表现力"以及"向学力与人性"三要素结构,贯穿于小学体育课程的目标与内容中,通过进一步结构化的目标设置,以及系统化的内容设置,明确体育课程培养"素质与能力"的具体方向与落实方式,对我国深入探讨指向核心素养培养的体育与健康课程改革与标准制定具有一定启发. 相似文献
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日本的《学习指导要领》是文部大臣规定的教育课程的国家标准，它具有法律的约束力，在决定日本学校教育课程内容方面发挥着重要作用。目前，以文部省告示的形式公布于众的教育要领包括《幼儿园教育要领》《小学学习指导要领》《初中学习指导要领》《高中学习指导要领》《盲人学校、聋哑学校以及养护学习指导要领》。自１９４７年（昭和２２年）开始出版发行《学习指导要领一般篇（试行草案）》和《学习指导要领学科篇（试行草案）》到现在，已经整整５０年了。在这期间，尽管已进行了４次修改，但是在将要步入２１世纪的今天，随着日本社会… 相似文献
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The intention of this article is to present the way in which a proposal was put forward for a national basic curriculum for
the lower level of secondary education in Guatemala, within a general curricular reform of the education system. In this process,
the International Bureau of Education and UNESCO’s national office in the country provided technical advice. The article examines
the socio-cultural and educational context, some conceptual foundations for the curricular reform, the construction of the
curriculum for lower secondary education, some features of the proposed curriculum and the outlook for the future. The process
of curriculum construction included a diagnosis, drawing up a strategy for reforming the first cycle of secondary education
and preparation of the proposed curriculum. Likewise, the authors present the steps that must be taken in order for the national
basic curriculum to be adopted, subject, amongst other factors, to the availability of funding.
Original language: Spanish
Linda Asturias de Barrios (Guatemala)
Doctorate in Anthropology from the University at Albany, State University of New York. Postgraduate studies in Public Policies
and Intercultural Affairs at the Universidad del Valle, Guatemala. She has taught at secondary school and university level.
As a researcher, she has published books and articles on ethnology, development and education in Guatemala and Central America.
At the Ministry of Education she has worked as Co-ordinator of the National and International Co-operation Unit (1997–1999),
Co-ordinator of the Reform of Secondary Education (2004–2006) and Co-ordinator of the Reform of Lower Secondary Education
(2007). E-mail: lindaasturias@yahoo.com
Verónica Mérida Arellano (Guatemala)
Teacher of secondary school language and literature and graduate in Literature and Philosophy at Rafael Landívar University.
She completed a master’s degree in education and curriculum at the University del Valle, Guatemala. She has been a university
lecturer. She has published books and articles on the teaching of Maya as a mother tongue and Spanish as a second language.
She has worked as curriculum specialist at the Ministry of Education (1985–1991) and as Co-ordinator of Teacher-Training Programmes
at Rafael Landívar University. From 2005 to 2007 she acted as Curriculum Consultant for Lower Secondary Education at the Ministry
of Education. E-mail: vmeridaguate@yahoo.com.mx 相似文献
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20世纪90年代以来,各国都在竞相提高外语教育水平。作为超级大国的美国对中小学外语教育前所未有的重视,并进行了收效颇丰的外语课程改革,其改革具有如下特点:外语教育观念的转变颇大,对课程的重视度提高;开设的外语语种较以前更加丰富,并且随着形势而变化;课程内容综合化;教学方法生动活泼,重视培养学生交际能力;课程评价科学化;重视外语教师的培养和发展;广泛应用现代化教学手段。对比我国英语教育现状,可以从中得出以下启示:科学定位外语课程的价值;出台积极的外语教育政策;建立完整的外语课程指导框架;实施有效的外语教学和学习策略;营造良好的外语学习氛围;综合运用现代教育技术,拓宽学生学习外语的渠道;重视外语教师教育,提升外语教师的综合能力;完善外语课程评价体系。 相似文献
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日本自2002年以来为培养学生的生存能力,开始实施以宽松教育为主旋律的基础教育课程改革。这次改革既受到日本社会各界的广泛注目,也遭到了众多非议。特别是随着近年来学力崩溃、学力危机等焦点问题的升温,将宽松教育视为学力低下之诱因的呼声更是越来越高。为此日本文部科学省在2009年2月对现行的《学习指导要领》①再次进行修改,这意味着经历了艰难改革历程的宽松教育宣告结束。探讨日本基础教育课程的改革,分析其是非曲直,对于我国正在进行的新教育课程改革可提供具有一定借鉴意义的启示。 相似文献
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Muju Zhu 《Prospects》2007,37(2):223-235
Although it seems obsolete to analyse and criticise a curriculum from the point-of-view of “subject-centredness”, this is
the situation we face during the Chinese basic education curriculum reform. This article gives a brief introduction to the
ideas behind the development and practice of the Chinese curriculum reform and the progress of the reform since 2001. Several
aspects of the reform are introduced: 1. Re-examining and revamping academic courses; 2. Adding general practical courses;
3. Diversifying the curriculum with local and school-based courses; 4. Providing elective courses for all students. We also
give two examples to present the idea of the new curriculum and practice.
Original language: English
Muju Zhu (China)
Deputy Director-General of the Department of Basic Education and Director-General of the National Center for School Curriculum
and Textbook Development, Ministry of Education, Beijing. She serves as Vice-Chairwoman of the Master’s Degrees Subcommittee
of the Academic Degrees Committee of the State Council and is a Permanent Member of the China Pre-School Education Society.
Ms Zhu is the chief designer and organiser of China’s basic education curriculum reform, which was launched nationwide in
2001. From 1991 to 2005, she was National Director of several UNICEF projects in China. Author of 10 books and numerous articles.
E-mail: zhumj@moe.edu.cn 相似文献
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日本的外语学习主要包括汉语、葡萄牙语、荷兰语等。20世纪末,为赶上信息技术革命和全球化的潮流,日本政府对英语教学及教师培养方面进行了大刀阔斧的改革,特别重视和支持高校英语教师教育。日本高校外语教师教育的培养途径、课程设置、管理机制、发展趋势等能为我国高校英语教师教育的改革、发展提供启示和借鉴。 相似文献
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我国社会经济的发展和对外交流的不断扩大对外语人才提出了新的标准和要求。为了满足这一要求,作为高等教育重要组成部分的成人高等教育,进行改革势在必行,而成人高等教育英语专业课程改革是成人高等教育改革的重点之一。本文主要分析了目前我国成人院校英语专业课程设置的现状,并探讨了如何改革成人院校英语专业课程。 相似文献
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Mingyan Hu Susana A. Eisenchlas Sue Trevaskes 《Journal of Higher Education Policy & Management》2019,41(3):306-321
In response to the increasing literature on transnational higher education in host countries, this paper aims to identify prominent factors affecting the quality of transnational higher education in China, as perceived and reported by Chinese host universities. A qualitative data analysis was conducted on 122 self-appraisal reports on transnational higher education programmes submitted to China’s Ministry of Education in 2017 by 112 Chinese host universities. The analysis identified and examined relationships between four interrelated factors: low foreign language proficiency among students, shortage of a sustainable supply of highly qualified teachers, low quality of curriculum design and implementation and deficiencies in institutional regulations. The findings are discussed in the context of the literature, revealing two issues in transnational higher education in China: using local Chinese teachers to teach the imported foreign courses and outsourcing foreign language teaching. The paper concludes with some limitations of the study and implications for future research. 相似文献
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冯慧姣 《佳木斯教育学院学报》2011,(6):140-140
2001年教育部制定的《基础教课程改革纲要(试行)》,新课改打破了原来的历史教材,采用以政治、经济、文化等不同内容为板块的教材。虽然对培养学生概括总结历史知识的能力有所帮助,但是在授课过程中学生对知识的接受和内容串联都有一定难度。针对这个问题,本文在结合实际授课的情况下从备课、授课两大方面入手浅谈高中历史有效教学的策略。 相似文献
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Kazuko Otsu 《Asia Pacific Journal of Education》2000,20(1):53-62
Civics and Social Studies are subjects the Japanese Ministry of Education has designated for civics education in schools. The ‘Courses of Study’ for these subjects, drawn up by the Ministry of Education, list the desired objectives and contents of all Civics‐related courses. The purpose of this article is to analyze the values promoted in the two levels of the civics education curriculum, namely the ‘Courses of Study’ and the approved textbooks. These are analyzed with reference to eight categories, which are: civic life, social cohesion/ diversity, democracy, fair government, economic life, self cultivation, national identity and internationalism. 相似文献