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1、近十年來在全國(guó)的不同教育層面都進(jìn)行了課程改革,其中最為熱門的話題之一就是校本課程開發(fā)。作為課程開發(fā)的手段之一,校本課程開發(fā)體現(xiàn)了當(dāng)前課程范式的轉(zhuǎn)換。 本文在綜述泰勒(Tyler)技術(shù)課程模式和派納(Pinar)對(duì)課程理論重新構(gòu)建的課程理論基礎(chǔ)上,通過個(gè)案研究法研究校本課程開發(fā)的真實(shí)境遇,旨在對(duì)校本課程開發(fā)有更深刻的理解。具體地講,本論文試圖探索:1)校本課程開發(fā)的實(shí)質(zhì);2)校本課程開發(fā)過程中存在的阻礙;3)校本課程開發(fā)與教師專業(yè)
2、發(fā)展之間的相互關(guān)系。 本研究的研究對(duì)象為浙江省永康市郊的一所中等職業(yè)技術(shù)學(xué)校,所采用的研究方法為個(gè)案研究法、觀察法、訪談法、問卷調(diào)查法等。收集數(shù)據(jù)的時(shí)間長(zhǎng)達(dá)十個(gè)月,數(shù)據(jù)形式包括課堂內(nèi)外觀察記錄,訪談?dòng)涗?,問卷,學(xué)校文件等。所收集的數(shù)據(jù)有教師實(shí)踐,校長(zhǎng)談話和學(xué)校文件以及來自教師和學(xué)生的聲音。結(jié)合所收集的數(shù)據(jù),本文討論并探索了個(gè)案中:1)校本課程開發(fā)的實(shí)質(zhì);2)校本課程開發(fā)過程中存在的障礙,包括校領(lǐng)導(dǎo)作為教育領(lǐng)導(dǎo)者的越位角色、教師的
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