挪威新课程与社会研究教科书知识整合:比较研究

Erik Bratland, M. E. Ghami
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引用次数: 0

摘要

新的挪威课程科目更新是国际趋势的一部分,该趋势是向更加以知识为基础的课程转变,更加强调学科和学科概念,目的是在学校实现深度学习。本文以社会现实主义理论和拉塔斯的CDC模型为基础,对社会学科课程设计和新教材的设计进行了考察和比较。对比研究表明,课程与教科书之间存在着差距,对挪威课程改革有着截然不同的解读。本文解释了为什么连贯设计将学科概念、内容知识和能力联系起来,是社会研究深入学习的先决条件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The new Norwegian curriculum and integration of knowledge in textbooks in social studies: a comparative study
The new Norwegian curriculum subject renewal is part of an international trend with a shift towards more knowledge-based curriculum, with greater emphasis on subjects and subject concepts, with the aim of realizing in-depth learning in schools. This paper, which is grounded on social realism and Ratas' CDC model, examines, and compares the design of the curriculum and the new textbooks in social studies. The comparative study reveals a gap between the curriculum and the textbooks, with quite different interpretations of the Norwegian curriculum reform. The paper explains why coherence design, which connects subject concepts, content knowledge and competencies, is a prerequisite for in-depth learning in social studies.
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