【作者】 郑飞艺；

【导师】 倪文锦；

【作者基本信息】 华东师范大学 ， 学科教育， 2009， 博士

【摘要】 从课程设计的角度而言,课程组织是将课程的目的与目标、科目内容、学习经验和评价方法等课程的组成部分编排成一个实体的过程,课程组织方式的选择依赖于课程基础。当前,小学语文课程组织正在经历着一系列变革。实施中的实际课程与国家规定的课程存在一定的差异,有的是合理的“改编”,即国家课程在实施中的多元组织形态:有的则是不合理的变异。导致变异的原因很复杂,历史积存的问题和课程改革自身的因素是重要的原因。就小学语文课程组织的变革现状而言,合理的“改编”和不合理的变异二者共存。为谋求小学语文课程的改善与发展,有必要考察课程实践,梳理课程实践的经验,从而为课程研制提供合用的建议。当前小学语文课程的总目标是符合课改方向的,但课程设计并不完善。因而,课程的实施可以采取这样的方式:在课程的总目标上应忠实于改革的意图,在具体的问题上可以根据课程情境灵活确定组织方式,由此创造的课程实践经验可以推进课程设计的完善,促进国家语文课程在实施中建构多元的组织形态。由于课程组织涉及的范围广、影响因素复杂,本研究将重点确定为小学语文课程内容及其组织,由此上溯至课程目标的检视。本研究对口语课程暂未作讨论。本研究从小学语文课程组织所积存的现实问题出发,重点研讨小学语文课程组织变革的现状及其走向,研究的具体问题是:识字课程组织和阅读课程组织的变革、写作课程的重建以及综合化取向小学语文课程组织形态的建构。识字课程组织一直无法协调识字速度、儿童读写发展需要、学习压力三者之间的矛盾。基于信息技术环境,以计算机书写为突破口组织的识字课程提供了解决矛盾的有效经验。识字课程组织应以儿童的经验和需要为基础来整合社会需要和汉字特征。信息技术环境对识字课程组织的变革影响巨大,汉语拼音作为汉字输入工具的功能得到充分发挥,识字、阅读、写作因此可以整合,错别字问题的解决也具有了新的途径。识字课程组织变革宜基于信息技术环境展开,国家课程应鼓励有条件地区的学生尽早使用汉字。阅读课程的组织长期处于讲读一本教科书状态。语篇阅读组织长期流行逐段讲读的阅读取向,不利于阅读信息的整合。综合阅读心理、学习心理以及语篇难度等因素,低中年级的语篇阅读宜从整体至局部展开,并以此去协调两种阅读加工。阅读课程组织变革面临文学阅读和实用性阅读的均衡问题,儿童文学阅读的课程地位有待提高:第一、二学段实用性阅读目标依然缺失,国家课程应予以修正。与阅读量的激增相应,阅读课程组织的单位由单篇转向单元,单元可以采用语言、文学的概念或者阅读知识等作为组织元素组元。整本书阅读是阅读课程组织的新形态,可以采用阅读知识引领、作品意义引领、问题探究和话题研讨等组织形态。写作课程目标阐述笼统,实践中写作取向不当、课程内容组织不当,不利于学生表达欲的激发,写作课程面临重建。课程实践的经验提供了一种样例,小学写作课程应基于表达欲的激发加以组织。在小学,尤其是作为基础的前几年,呵护表达欲、激发表达欲是比教授写作知识更为根本的任务。读写结合的组织取向宜追求读写互惠,大量阅读为写作提供主题知识和文本知识,写作则作为阅读的一种学习方式:读写单元可以采用阅读引领和写作引领两种基本组织形式。小学语文课程的学习曾长期守着一本教科书封闭在一间教室里,为使课程更多地与儿童相关、与生活关联,应建构综合化取向的小学语文课程组织形态。它是语文课程与其他学科、领域的整合,其实质不是语文和什么相加的问题,而是指在一个与实际生活和学习需要相关的情境中,学生通过语言学习的同时学习语言,获得语言与认知、情感的多方面发展。综合化取向小学语文课程组织的依据是儿童的生活经验和发展需要,以此作为组织基点整合社会需要、学科内容等维度。课程组织中心必须能够指向语文历程,语文知识是必要的组织元素,可以从内容和方法两个维度组元。基于实践的考察表明,变革中的小学语文课程呈现出整合取向的课程组织形态,课程涵盖面正在扩展。建构国家语文课程在实施中的多元组织形态,是一项多方协作才能完成的工程,需要语文教师和课程研究者的投入,也需要其他教育力量和社会力量的支持。更多还原

【Abstract】 From the perspective of curriculum design, curriculum organization can be defined as an organization of curriculum objective, content, learning experience and assessment teclinique. The choice of a particular curriculum organization mode lies on the orientation of the curriculum. Nowadays, the curriculum organization of Chinese in primary schools is undergoing a series of change. There are certain variations between practice curriculum and standard curriculum. In some cases, the variation is a result of some reasonable adaptation, which reveals various organization modes of the standard curriculum, while others are unreasonable variations. The variations result from various factors, among which unsolved problems in history and the curriculum reform are crucial ones. In the case of curriculum organization of Chinese in primary school, both reasonable and unreasonable variations exist. In order to improving the development of Chinese curriculum, it is definite necessary to research into curriculum practice and provide appropriate advice for curriculum design.The current objective of Chinese curriculum is in conformity with the curriculum reform, while the curriculum design is not satisfying. Therefore, in the implementation of Chinese curriculum, we have to make sure that the objective is appropriate and the organization mode adapt to particular curriculum context. In return, such practice will improve the curriculum design.Considering the extent and complexity of curriculum organization, the study focuses on curriculum content and organization of Chinese in primary school, and examines the appropriateness of curriculum objective. Oral curriculum organization is not included in the study.Starting from unsolved problems in the curriculum organization of Chinese, the study gives much emphasis to the status quo and tendency of curriculum organization change of Chinese. Specific research issues include the change of Chinese characters and reading curriculum organization, reconstruction of writing curriculum and construction of integration-oriented Chinese curriculum organization mode.In current Chinese characters curriculum organization, Chinese characters progress rate is in conflict with the need of children’s reading and writing ability development and learning pressure. However, computer-based Chinese characters curriculum provides a solution to the problem. Integrated with social needs and the characteristics of Chinese character, the Chinese characters curriculum should be based on children’s needs and experience. In the IT context, Chinese pinyin is applied as a Chinese input tool. In that case, practice of Chinese characters, reading and writing can be integrated. And it is also effective preventing students from producing wrongly written characters. Chinese characters curriculum change should be carried out in the IT context. Students in developed areas should be encouraged to use Chinese character as early as possible.The current reading curriculum is confined to the textbook. In a reading class, teachers are accustomed to reading and analyzing the content paragraph by paragraph, which is not favorable for information integration. Considering factors as reading mentality, study mentality and content difficulty, content reading in low and mid grade is supposed to be a Top-down processing, and then coordinating Bottom-up processing and Top-down processing . Reading curriculum organization has to balance between literature text and practical text. Children’s literature reading curriculum should be strengthened. The objective of the practical test reading curriculum in first and second section is still absent and should be supplemented. With the dramatically increasing amount of reading, the unit of reading curriculum organization has transformed from a piece to a combination of several pieces. Language and literature concepts or reading knowledge constitute each unit. Whole-book reading is a new form of reading curriculum organization. There are four types of whole-book reading: reading knowledge-oriented form, works meaning-oriented form, problem-based exploration form and topic discussion-oriented form.Because of unspecific curriculum objectives in writing, inappropriate dimension of writing in practice and unsuitable organization of curriculum content, students’ expression desire cannot be fully excited. As a result, writing curriculum is faced to reconstruction. Experiences from curriculum practice provide a example, like this, writing curriculum in primary school should be organized on the base of exciting the desire for expression. In primary school, especially in the first few years, cherishing and inspiring expression is more fundamental task than teaching knowledge about writing. The dimension in reading/writing integrated pursuits reciprocity between these two. A large amount of reading offer Content Knowledge and Discourse Knowledge for writing; and writing is seen as a learning way of reading. The unit of reading and writing can adopt two basic forms of organization, reading -guide and writing-guide.Study of Chinese curriculum in the primary school has been limited at one textbook and in one classroom for a long time. To make the curriculum more correlated to children, to life, integration-oriented curriculum organization style should be built. It means the integration of Chinese curriculum and others fields. Its essence is not adding something to Chinese, but referred to students to learn language meanwhile learning through language, to acquire multi-dimension development of language, cognition, and affection, in the context correlated to real life and learning need. Integration-oriented curriculum organization style pivots on life experience and development need of children, on which integrates social need, subject content and so on. Organizational centre of curriculum must be able to point to language experience. Language knowledge is the essential organizational factor, might be organized by two dimensions of content and method.Constructing multi-organization forms in implementation of National Chinese curriculum is a project needed multi-facet collaboration involvements of teachers and curriculum researchers and supports from other educational and social forces.更多还原