【作者】 欧阳算；

【导师】 唐松林；

【作者基本信息】 湖南大学 ， 公共管理， 2008， 硕士

【摘要】 农村新课改已经取得了巨大成绩,但在其推进中城市偏向严重。农村新课改城市偏向是指新课程改革没有充分考虑到我国教育的特殊性和复杂性,特别是城乡间、地区间的巨大差异。农村新课改无论在课程内容的设计上还是在课程资源开发上,都基本上以城市学校为假想对象,对农村学校实施新课程的条件保障没有应有的政策支持,忽视农村学校的特殊性,无法使广大义务教育阶段后的农村孩子达到国家的基本素养要求的同时,成为一个合格农民。农村新课改推进中面临的城市偏向问题是:缺乏服务农村经济社会发展的理念、没有足够重视农村课程资源的利用与开发、忽视农村教师的发展特征、忽视农村学生生存环境的特殊性、过分强调考试评价制度标准化。造成这些困难和问题的原因主要是:农村传统“读书做官”的价值取向、教育制度上的“城市优先”倾向、课程政策城市话语霸权、国外课程政策城市取向的错误认识等多方面因素的影响。为了保证农村学生在接受基础教育后既达到国家的基本素养要求,又能符合农村的需要,还满足了不同学生的不同发展需求,必须从公平、差异补偿的原则出发来解决这些问题,不断推动农村课程改革向纵深发展。具体对策是:坚持为“三农”服务的课程价值取向;赋予农村学校足够的办学自主权;唤醒教师的主体意识;加大农村教育经费的投入;尊重农村文化的差异性。更多还原

【Abstract】 In recent years, curriculum reform in rural school has achieved initial results. Nevertheless, at the same time, it is faced with the problem of urban bias in the process of new curriculum reform. Urban bias of new curriculum reform in rural school refers to insufficient consideration to the particularity and complexity of China’s education, especially the great differences between regions and urban and rural areas while in the process of new curriculum reform. Either on the design of curriculum content or on the statement of development suggestions of curriculum resources, some new curriculum standards are basically set on the ground that city school is the imaginary object, and don’t put forward due policy support for the condition guarantee for the implementation of“new curriculum reform”in rural school ,The neglect of the particularity of rural school makes it impossible to let rural children after compulsory education become farmer while after they meet the basic requirement of qualified for citizen.Urban bias in the process of new curriculum reform, i.e., a lack of management philosophy of serving economic and social development in rural areas, an acute lack of rural curriculum resources, neglect of development features of rural teachers, neglect of particularity of living environment in which rural students have lived, and excessive standardization of examination and evaluation system.The main cause of these problems and difficulties is that the curriculum reform is influenced by the rural traditional value orientation that“learning for becoming officials”,“city precedence”tendency on the educational system, city’s words supremacy on curriculum policy, misguided view of city orientation in foreign curriculum policy, etc..These problems must be solved in line with principles of justice and compensation on difference, and rural curriculum reform should be put forward and promoted constantly. For only thus can we guarantee that rural students who get an elementary education may reach the basic quality requirement of country, that rural students may meet the needs of rural areas, and that curriculum reform may meet different development needs of different students. Measures are listed below: upholding the curriculum’s value orientation of serving agriculture, rural areas and farmers, The central government authorizes full autonomy in running school to rural school, Increasing spending on education in rural areas, arousing teacher’s self-consciousness, and respecting the diversity of rural culture.更多还原