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三级课程管理体系的推行和校本课程的实施给学校带来了新的机遇,也带来了挑战。特别是少数民族地区,在农村教育整体发展相对落后的情况下,校本课程也可以与其他学校处于同一起点,但农村地区校本课程的开发却比较滞后,即使开发课程内容也与非民族地区和城镇的相同,而有的学校则根本没有开设校本课程。其主要原因往往是农村地区学校、教师对校本课程的认识存在模糊,甚至错误。然而,少数民族地区具有独特的民族文化资源,以民族文化为内容的校本课程开发可以有效解决民族地区校本课程开发的问题,丰富课程内容,优化课程结构,推进民族文化校本课程的开发与实施。
The implementation of the three-level curriculum management system and the implementation of the school-based curriculum have brought new opportunities and challenges to the schools. Especially in ethnic minority areas, with the development of rural education as a whole lagging behind, school-based curriculum can be at the same starting point as other schools. However, the development of school-based curriculum in rural areas lags behind the development of curricula even in non-ethnic areas and towns Of the same, while some schools did not set up school-based curriculum. The main reason is that in rural areas, teachers often have vague or even wrong understanding of school-based curriculum. However, ethnic minority areas have unique national cultural resources. The development of school-based curriculum based on national culture can effectively solve the problem of school-based curriculum development in minority areas, enrich the content of the curriculum, optimize the curriculum structure, and promote the development and implementation of the school-based curriculum of ethnic culture.