共查询到20条相似文献，搜索用时 906 毫秒
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吴小鸥 《河北师范大学学报(教育科学版)》2011,13(3)
1906年,中国历史上第一次审定初等小学教科书的活动正式实施,并产生了重大影响,显示了清朝统治集团被时代潮流裹胁,向着现代教育制度迈进了一大步.晚清学部第一次根据国家统一的教育宗旨、学制课标准,统一制定初等小学教科书审定之标准、审定之项目、审定之时间范围、审定之科目数量及具体书名,旨在求得学校教学用书、教学内容上的统一,一定程度上对全国的新式教科书起到榜样与督促作用. 相似文献
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《思想理论教育(上半月综合版)》2008,(14):94-95
英国无论小学、中学还是大学,都没有全国甚至全地区统一使用的教科书,而由各地学校根据国家教育大纲要求自行选择。为节约纸张、保护环境和降低教学成本,循环使用教科书成为英国中小学校的自觉行动,并已形成传统。 相似文献
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郭戈 《课程.教材.教法》2021,41(6):59-60
说起教材,人们都不陌生,因为凡是上过学的,都使用过它.教材,又称课本、教科书,是一门课程的核心教学用书.统编教材,也称"部编教材""通用教材",旧称"国定教科书""统一教科书",指的是在国家课程标准指导下,由政府统一组织编写和审定、全国统一出版和使用的教材.新中国成立70多年来,我国中小学教材基本上实行的是"一纲一本、统编通用"的全国集中统一制度. 相似文献
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英国无论小学、中学还是大学,都没有全国甚至全地区统一使用的教科书,而由各地学校根据国家教育大纲要求自行选择。为节约纸张、保护环境和降低教学成本,循环使用教科书成为英国中小学校的自觉行动,并已形成传统。 相似文献
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陈侠 《课程.教材.教法》1985,(6)
六 统一要求与适应差异的关系 任何国家的课程都有统一的要求,因为任何国家的教育都有个统一的目标,对课程没有统一的要求就不可能实现统一的教育目标。但是,实现课程统一要求的方法却是各不相同的。 有些国家特别强调统一性,用公布统一的课程标准、编印统一的教科书的办法来实现统一的教育目标。苏联是这样,我国全国解放以后到1958年以前,也是这样。由国家规定采用 相似文献
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英国无论小学、中学还是大学,都没有全国甚至全地区统一使用的教科书,而由各地学校根据国家教育大纲要求自行选择。为节约纸张、保护环境和降低教学成本,循环使用教科书成为英国中小学校的自觉行动,并已形成传统。 相似文献
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20世纪英国地理教科书发展的相关因素分析 总被引：1，自引：0，他引：1
英国一直是比较重视地理教育的国家,在地理教科书的编写以及对地理教科书的研究方面都比较成功,有很多可以借鉴的经验。英国的中学地理课单独设置, 并于1991年颁布了全国统一的《国家地理课程》,把地理列为十门必修的基础课程之一。20世纪英国的中学地理教科书不断变化发展,日趋完善,其中很多观点和理论值得我们探讨和借鉴。 相似文献
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综合实践活动作为一门新的学科,课程内容目前全国没有统一的标准,也没有统一的教科书,那么活动主题的素材从哪里来?《国家九年义务教育课程综合实践活动指导纲要》指出 相似文献
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所谓“他山之石,可以攻错”。看看其他国家的教科书选用情形,也许可以了解国内目前的做法是否得宜,或者可做为更精进的依据,现就以美国、法国及日本三个国家做些介绍。美国之教育行政体制为地方分权制,联邦政府并未公布课程标准或课程纲要,全国亦无统一的教科书制度,各州或学区依其州或地方 相似文献
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The past two consecutive administrations in the Philippines saw the need for developing a greater sense of national identity
among Filipinos. In response, the Education Sector strengthened the teaching of values on national ideals and Filipino heritage.
One reform was the offering of Moral Education as an independent subject in the secondary education curriculum. In support
of this, publishing companies developed textbooks on Moral Education, which teachers used, aside from the prescribed textbooks.
To determine the extent and nature of the inclusion of national identity in these textbooks, this study analyzed the content
of 12 sample textbooks. Findings suggest the need to improve the content of textbooks in terms of the values relevant in developing
citizens with a strong sense of national identity needed for national development. 相似文献
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This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a technology of power for inculcating national consciousness in the students. The findings suggest that Pakistan's national curriculum textbooks deploy a specific version of Islam as a major technology, which then influences other national identity signifiers in the textbooks for shaping students' national identity. The school affords a crucial space for the complex interplay of these technologies, which construct students' ethnocentric national identities, encouraging social polarisation. This has implications for Pakistan's national social cohesion as well as the potential for subverting international peaceful coexistence and working relationships, particularly in the selected overseas study context. 相似文献
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近百年中小学教科书中,黄帝的形象在不断变化.不同时期、不同种类教科书对黄帝形象的描述有明显的差异,甚至相互矛盾.但是,众多形象背后隐含着一些共通的叙事模式——政治统一、民族团结和文化溯源,这些叙事模式最终都指向国家认同.因此,教科书中的黄帝,不仅是传说时代的一个英雄人物,更是国家、民族和文化的一个符号或象征.黄帝形象的不断解构和重构,折射出近百年来一代代教科书编写者不断重塑共同历史记忆的探索历程. 相似文献
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郭戈 《课程.教材.教法》2021,41(4):42-49
方宗熙是我国著名的海洋生物学家、遗传学家、科普作家,也是新中国生物教科书的奠基者和开拓者之一。他在人民教育出版社成立初期先后担任生物组组长、生物编辑室主任,工作异常勤奋,成绩十分显著,主编了中学生物教科书《植物学》《动物学》《人体解剖生理学》《达尔文主义基础》和小学《自然》课本,还发表了许多论著。这些课本均入选国家中小学教科用书表,既是人教社最早自编的一套中学生物和小学自然教科书,也是新中国“第一套全国通用生物教材”和“第二套全国通用自然教材”。 相似文献
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统编教材知识以公共普遍的形象出现,但就其逻辑性、学理性与合法性而言,具有浓郁的意识形态属性。从逻辑性上看,统编教材知识是国家意识形态的集中体现,是构建基于"谁的知识最有价值"的理论解释体系。新时代统编教材知识是党和政府加强意识形态建设的需要,要为学生打好中国底色,落实立德树人;从学理性上看,对于统编教材知识的认识应超越"泰勒原理"范式的解释框架。立足于意识形态的维度,统编教材知识是国家意志的文本表达。从合法性上看,我国具有统编教材知识的文化传统和历史经验。在国际核心素养课程改革背景下,世界多国均不同程度地将意识形态介入到课程教材知识之中。 相似文献
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Rennie Moon 《比较教育学》2013,49(4):424-439
This study examines how textbooks in the Republic of Korea incorporate liberal, Western notions of diversity and multiculturalism. Through a systematic analysis of 60 civics textbooks over time, this study shows that ideas of multiculturalism and diversity have dramatically increased in the South Korean intended curriculum. While in the past, textbooks depicted South Korean society as racially and ethnically homogenous with little or no mention of disadvantaged groups or ethnic minorities, starting in the 1990s, textbooks increasingly discuss the rights of diverse groups and the need to empower these groups to address problems of social inequality. Yet, traditional citizenship narratives of national homogeneity still remain, especially in textbooks that discuss prospects for the reunification of the Korean peninsula. 相似文献
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A comparison is made of the standards in primary school mathematics in England and Cyprus, drawing upon national curricula, content of textbooks and data from international comparisons of attainment. Standards are conceptualised in three ways: expected, planned and realised. It is demonstrated that high expected and high planned standards, as set in national curricula and textbooks, are not associated with high realised standards. Four possible explanations are explored and policy issues associated with national standard setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised. 相似文献
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The article aims to reform Korean textbook policy through analysing national curriculum alignment in authorized school textbooks and assessing their quality management. The research was conducted with 14 different types of approved middle school physical education textbooks that were examined for the creativity embedded in Korea’s current national curriculum. The research outcomes indicate great disparities in the creativity of the examined physical education texts. Also, the textbooks focused only partially on the aim and method of the mandated curriculum. The findings suggest a lack of creativity, which is a guiding principle of nationally authorized textbooks. Thus, Korean textbook policy needs to be changed in two important ways. First, the classification of creativity must be made part of the compilation criteria, and second, creativity must be reinstated as part of the authorized textbook screening process. 相似文献
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崔峦 《课程.教材.教法》2010,(1)
自新中国成立到2000年,人民教育出版社编写了九套小学语文教材。即根据老解放区国语课本修订的全国通用小学语文课本;五年一贯制小学语文课本;根据1956年小学语文教学大纲编写的初小、高小语文课本;20世纪60年代初编写的全日制十年制小学语文课本;根据1963年小学语文教学大纲编写的全日制十二年制小学语文课本;在1978年教学大纲精神指导下编写的全日制十年制学校小学语文课本;20世纪80年代初在上一套课本基础上编写的五年制和六年制小学语文课本;1986年义务教育法颁布后,根据义务教育小学语文教学大纲编写的小学语文教科书实验本、试用本;20世纪90年代末编写的义务教育小学语文教科书试用修订本。 相似文献
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This study compares quadratic equations sections of Korean and American textbooks. The number of topics, contents and mathematics items were analyzed. The results show Korean students learn some topics relatively earlier than American students. American textbooks include more problems requiring explanations and various representations and problems requiring higher level cognitive demand. This result could indicate that textbooks might not be the reason for American and Korean students’ performances in international comparative studies. More studies analyzing other standards based textbooks and teaching practice might be needed to have further understanding of mathematics education in two countries. 相似文献