通识课程框架的更新:我们将走向何方?

Nadia Venskuvienė
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引用次数: 0

摘要

更新普通教育课程和课程框架的必要性已经讨论了好几年,早在一年前就开始了小学和基础教育课程的更新工作,今年又开始了中学和学前教育课程的更新工作。普通学前教育的课程描述为一年,有可能让孩子学习第二年。学前教育方案不是以单独的科目构成的,而是通过在儿童参与的所有活动中培养七种能力来整体地获得知识,以确保在不同内容领域中所有能力的平衡和连贯。排除的内容区域给予相同的体积。它的重点是学前教育的目的和目标、成就领域和预期成就。学习内容分为五个方面的学习内容:•语言教育;•社会教育;•STEM教育(自然科学、数学和信息学、技术教育);•保健和体育;•艺术教育。学前、小学、基础和中等教育的普通课程必须确保内容的纵向和横向一致性、可能的跨学科联系,并表明如何有意义地披露这些内容,包括普通课程框架更新指南中列出的跨学科主题:•个人力量、•文化认同和社区精神、•可持续发展。初等、基础和中等教育课程的数量区分必修科目内容(约70%)和选修课程内容(约30%),这些内容是由教师自己选择和模仿的,考虑到学校、课堂环境、学生的需要、成就、可能性,并根据需要与其他教师协调。当实现可选内容时,更多的时间用于发展某些技能、价值观和主题主题的学习。可以组织项目工作,可以开发跨学科主题,可以分配时间进行认知,文化,艺术和创意活动。根据《通识课程框架更新指南》的概念,这种内容比例的分布侧重于深度学习、整合、主题发展、能力发展。关键词:课程框架、通识教育、跨学科课题、专题作品。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?
The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.
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