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1.
《Journal of moral education》2012,41(4):495-510
An analysis is presented of the problems that have existed for over 20 years in the moral education curriculum in primary schools of China. These include the separation of moral education from children's lives, the moralizing and memorization used as the basic methods of teaching and learning, and the overlaps between courses on society and ideological moral character. The paper then introduces the main innovations in the contemporary reform of the primary moral education curriculum, including lifelong moral education as its theoretical foundation and making the development of children's morality relate to life, with ‘real’ everyday life events as source materials for textbooks. Embodied in the textbooks are some new ideas behind the revised educational objectives, such as putting oneself in another's position, ecological interdependence, ‘win‐win’, dialogue, sharing and diversity. As the curriculum is child centred so the textbooks use a dialogical pedagogy. In conclusion the paper considers ongoing and new challenges for moral education in primary schools to be faced by the curriculum reform. 相似文献
2.
香港特别行政区推行的课程改革,将德育及公民教育作为首要发展项目,并就具体的推行策略建议中小学校应优先培育学生五种价值观和态度:坚毅,尊重别人,责任感,国民身份认同及承担精神;强调以学生为本的方针,鼓励学校将学生身边发生的事情灵活地融入课程设计中。此目标和策略的厘定,是回应现今香港的社会情况及未来发展方向,亦考虑到学校现况及参考其它国家的实践经验。学校推行德育及公民教育的策略,除了开办正规的德育及公民教育课程外,亦会在正规的学科学习中,渗透一些涉及价值判断的讨论活动,藉此提升学生的道德判断能力;或是藉实践学习的经验培养学生的价值观。教育统筹局作为推动香港德育及公民教育发展的官方机构,负起带领学校推行课程改革的职责:引入新思维、鼓励新尝试及交流新知识;目的是希望将课程改革的信息带到学校,以提升教师在这方面的认识和教学技巧,并为学生提供一个有利培育正确价值观的学习环境。 相似文献
3.
郭永华 《海南师范大学学报(社会科学版)》2010,23(4):158-161
德育课程具有践行性特点,基础教育新课程改革为海南中小学德育课程建设提供了条件,也提出了要求。海南基础教育阶段的德育课程建设可以借鉴日本中小学的体验教育模式,将德育与体验联系起来,重视道德体验的价值,注重培养学生的生存能力、创造能力、劳动观念和集体协作精神,发展学生个性,充实学生的内心世界,体现基础教育新课程改革＂回归生活＂的理念。 相似文献
4.
新中国小学德育课程的演变 总被引：1，自引：0，他引：1
吴慧珠 《课程.教材.教法》2006,(2)
新中国成立初期,小学的课程设置源于老解放区的教育。1951年学制改革后,小学没有单独设立德育课程。1957年以后,为了突出政治思想教育,逐步开设小学政治课,从教材到教法,运动式、成人化和形式主义现象日益严重。20世纪80年代初,为克服小学德育的成人化和形式主义,将政治课改为思想品德课, 并不断修改与完善学科教学大纲、课程标准和与之相应的教材、教法,历时二十余年。回顾这一变化发展过程,总结其中的经验教训,对今后这门课程的建设将起积极作用。 相似文献
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6.
Sarah Garland-Levett 《Sex education》2017,17(2):121-134
Sexuality education is a compulsory part of The New Zealand Curriculum for state-funded schools. In 2015, the Ministry of Education has published an updated revision of their official guidelines for schools on the teaching of sexuality education. This paper employs Foucauldian discourse analysis to argue that this policy document, Sexuality Education: A Guide for Principals, Boards of Trustees, and Teachers, reflects and reproduces particular ways of knowing which constrain possibilities for socially just sexuality education. These discourses include the adoption of an intellectual approach to teaching sexuality, the mandate to measure learning objectives, and a narrow emphasis on positive sexuality. Intentions for the curriculum to deliver a holistic, socio-ecological vision of sexual health as well as one which embeds Māori values are undermined by dominant understandings of individual action which shape approaches to both sexuality and pedagogy. Furthermore, the liberal recognition of cultural, ethnic, sexual and gender diversity in the curriculum unintentionally reinscribes an unmarked white, secular, heterosexuality as the norm. This paper reflexively critiques the discursive tensions that inhibit the realisation of sexuality education in schools which meets the needs of diverse students and offers it as a possible site for social justice. 相似文献
7.
目前农村基础教育新课程实施中存在着主抓智育忽视德育、课内全堂灌输课外学生负担增重、教学方式有变化却无实质突破、新课程部分内容在农村学校水土不服等问题,应通过强化德育、改革评价方式、鼓励教师创新、关注城乡差异促进均衡发展等策略积极推进农村基础教育新课程实施。 相似文献
8.
《Africa Education Review》2013,10(2):372-388
Abstract Because of its history from apartheid to democracy, the aspiration to reform schools is a recurrent theme in South African education. Efforts to reform education in schools based on the outcomes-based education (OBE) curriculum approach created major challenges for policy makers in South Africa. The purpose of this exploratory research was therefore to determine whether secondary school teachers lack the professional competence to cope with curriculum reform and whether this incompetence results in them experiencing Tobephobia (TBP). The qualitative research method was used to conduct this investigation. Individual semi-structured interviews were conducted with 50 teachers in 25 public secondary schools in the Nelson Mandela Metropole. In terms of their responses, it was evident that the teachers’ concerns about their professional competencies associated with the OBE curriculum had a negative impact on their ability to implement curriculum changes in their classrooms. The comparison of OBE with the syllabus by the teachers evoked their bias towards the traditional syllabus approach in maintaining the quality of education for all learners. Because of the historical bag gage associated with the syllabus in South Africa, it is recommended that a standards approach to the curriculum be considered by the Department of Education to resolve the curriculum problems in secondary schools. The responses from the teachers in this exploratory study once again affirmed the existence of TBP in secondary schools. 相似文献
9.
运用文献资料法和逻辑分析法,根据新一轮基础教育课程改革的精神和《体育与健康课程标准》的新理念,对社会主义新农村建设背景下农村体育课程资源的概念进行阐述,在此基础上探讨了新时期开发农村学校体育课程资源的必要性和开发与利用的对策,并提出相关建议。 相似文献
10.
德育课程是德育工作的核心,美国小学德育课程模式在数百年发展中经历了从单纯移植到建立国家德育体系,并随社会变革使德育课程模式逐步向现代转型,再到从小学德育的世纪改革走向综合德育课程模式新兴的演进历程。数次重大的转型推进了美国德育的现代变革,形成了一个兼容并包、整合互动的德育课程模式,对美国社会发展起了重要作用。 相似文献
11.
邓小平教育思想是指导当前我国教育改革和发展的重要思想,其中德育观在他的教育思想中占据着极其重要的地位和发挥着不可取代的作用,是推进当前学校德育工作,增强思想政治教育的强大思想武器。 相似文献
12.
JOSE DEVÍS‐DEVÍS 《Curriculum Journal》2013,24(2):213-230
Abstract Since the late 1980s, reform of the Spanish education system has been justified by reformists as a response to the social and economic changes that have occurred in Spanish society since the democratic transition in the 1970s. Consolidation of democracy, development of technology and economic convergence with the advanced nations of Europe have been seen as the major challenges for educational reform. Restructuring and legitimation processes derived from the requirements of the new reform have been conceptualized as a policy of reconversion, the main purpose of which is to maintain, or achieve, a strong competitive position in the international market. In this paper, conceptualizing educational reform as a reconversion process will allow us to link aspects of the new curriculum (content, pedagogy and assessment), school organization, teaching and teacher education in physical education with wider economic, social and cultural influences and explore the tensions and conflicts between policy and practice in PE in schools. The paper will argue that there is a widening gap between the interests of progressive educationalists and the direction of market‐driven education reform. 相似文献
13.
中小学德育课程改革与创新 总被引：17，自引：0，他引：17
中小学德育课程改革与创新体现在三个方面 ,其一是中西方文化的整合与互补 ,主导要素是对民族思维方式和民族精神的体认、培育与发展 ;其二是增强综合性与实践性 ,整体构建德育的目标内容和实践活动体系 ;其三是德育课程形态回归生活 ,促进学生道德主体性的发展 相似文献
14.
Katie Fitzpatrick 《Sex education》2018,18(5):601-609
In 2015, the New Zealand Ministry of Education released a new curriculum policy document for sexuality education in all schools – Sexuality Education: A Guide for Boards of Trustees, Principals and Teachers. This policy is a rare international example of a curriculum document that explicitly values diversity, promotes inclusive school environments, and approaches sexuality education as an area of study (rather than a health promotion intervention). Since its release, the document has, however, gained little attention either of a scholarly nature or in terms of dedicated implementation in schools. One exception is a recent article in this journal by Sarah Garland-Levett, which raises some interesting and important concerns about the possibilities of such policy documents. I follow her lead here and continue the discussion about the place and potential of progressive sexuality education policy, and offer some thoughts about the content and intentions of this text. 相似文献
15.
何瑜 《四川教育学院学报》2009,25(6):102-103
在社会主义市场经济条件下,要做好学校德育管理工作,必须解放思想,转变观念,树立现代管理意识;改革中小学德育内容与管理方法;形成促进新课程实施的德育理念,走出具有学校德育工作特色的发展道路,努力实现德育的最大效益,真正加强德育的针对性、实效性。 相似文献
16.
许朝平 《重庆第二师范学院学报》2005,18(2):83-85
2005年,我国基础教育阶段要全面推行新课程改革.本轮课程改革对城市和农村的要求是一致的.由于贵州省城市与农村教育的发展不平衡,如果不考虑到农村地区教育存在的实际"差距"、实际"困难",统一要求在同一时间里执行新的课程标准,这是不现实的.思南县的教育在贵州具有代表性,本文提出的问题,期望能引起有关部门领导的高度重视. 相似文献
17.
《全日制义务教育音乐课程标准》为我们展示了中小学音乐教育一系列崭新的价值观念和教育理念。高师音乐教育专业是培养未来中小学音乐教师的工作母机,教育理念、课程结构、课程教学模式等与中小学音乐教育改革的成败休戚相关。在中小学音乐教育正在发生重大变革的关键时刻,高师音乐教育专业应以中小学音乐教育为立足点,以《标准》为依据,在教育理念、课程结构、课程教学模式等方面进行调整,以适应新时期中小学音乐教育的需要。 相似文献
18.
围绕课程改革促进学生全面发展的核心理念,以培养适应中小学课程改革需要的体育教师为立足点,在分析高校体育教材教法现状的基础上,重新界定教材教法的课程性质、课程特征、课程目标、课程内容,并在改革实验的基础上重点论述新教材教法课程的实施与评价要点,提出了切实可行的操作性建议,可供构建新教材教法课程模式参考。 相似文献
19.
刘巍巍 《辽宁教育行政学院学报》2012,29(3):32-36
公民教育在我国的历史发展中一直处于边缘化的状态,近些年来,随着经济全球化、政治民主化、文化多元化等时代因素与国外先进理念的影响,我国公民教育取得了一些显著的成绩,我国中小学公民教育目标的实施载体主要是由品德课、社会课、政治课所担任,涉及公民教育的目标与内容也只是融合在综合课程当中,并没有针对性的专门的公民教育类课程,在这些时代因素和国外先进理念的影响下,培养高素质的"世界公民"成为当务之急,从当前公民类课程的目标体系来看,这些目标在教材中是如何得到有效体现的,找出其存在的问题及合理之处,为我国公民教育可持续发展奠定良好的基础。 相似文献
20.
海湾地区课程改革旨在重构教育体系,实行全民教育,更新教育目标,实行终身教育,同时采取了一系列课程改革措施,比如强调教育的传统价值,提倡科学教育,实行教育创新。文章对海湾地区的这些课程改革动态进行介绍,并希望对我国的课程改革提供一些启示。 相似文献