| 课程尺度比拟是课程改造的主要基本任务。课程尺度作为国度课程的根本纲要性文件，在课程傍边起着指点感化。是以，经由过程国别间课程尺度比拟，提取无益的自创，提出公道的建议，有助于我国地舆课程尺度的修订，而且对我国地舆课程成长有侧重要的意义。近十几年来，韩国适应世界课程成长趋向，前后修订了三次社会课程尺度，教导理论傍边获得了使人欣喜的成就，使得教导的成长增进了社会和经济的成长。值得我们存眷并参考。本文经由过程中韩高中地舆(社会)课程尺度成长过程比拟的基本上，以课程实际、地舆教授教养论、地舆课程论、教导学道理、比拟教导等实际为指点，以2003年中国教导部公布的“通俗高中地舆课程尺度(试验版)”和2011年韩国教导部公布的2011年修订社会教导课程为根据，以文献材料法、比拟剖析法为重要的研究办法，从课程理念、课程构造、课程性质、课程目的、课程内容、课程评价等方面停止比拟，并从地舆课程作用身分的维度剖析中韩两国高中地舆课程尺度差异的成因。得出结论和启发。结论为：1、课程理念、课程性质、课程构造比拟雷同点：都以“先生的成长”和“毕生成长”为最根本的课程理念。分歧点：课程性质上，两国综合性和地区性所代表的规模分歧；课程构造上，我国为？加选修的课程构造，韩国为单一选修的课程构造。2、课程目的的比拟(1)课程目的构造雷同点：两国课程目的的构造上都表现了条理性。分歧点：我国明白提出了地舆课程目的的三维目的。(2)课程目的内容表述雷同点：采取成果性目的和体验性或表示性目的相联合的表述措施；以先生为行动主体；两都城比拟看重成果性进修目的。分歧点：我国体验或表示性目的表现在进程与办法、情绪立场与价值不雅的目的，行动动词丰硕，韩语论文题目，成果性目的的行动前提内容上强调办法和手腕；而韩国体验或表示性目的表现在常识一懂得、技巧、立场一价值范畴上，成果性目的的行动前提内容上强调多种不雅点、分歧的视角。3、课程内容的比拟雷同点：课程内容强调天然与人文情况关系，看重可连续成长的思惟，看重地舆进修才能的造就，韩语论文网站，采取案例剖析办法。分歧点：我国以模块组织和主题组织相联合的课程形式为主，看重天然地舆和人文地舆的基本常识，强调最新技巧办法的应用，内容的容量年夜，存眷的成绩是人类所面对的成绩。韩国以区域和主题组织课程形式为主，实行“年夜纲化”内容组织措施，强调多种不雅点、多种视角的思虑措施，存眷的成绩是本身国度所面对的核心成绩。4、课程评价的比拟雷同点：评价目的的多元化；评价内容的周全化；评价措施的多样化。分歧点：韩国评价内容详细、针对性强，强调评价的操作性，强调先生差别性评价，并且两国的评价尺度分歧，看重的方面也分歧。启发为：1、依据我国的国情，恰当的加速课程尺度修订的周期。2、建议我国增强校本课程的开辟，依据处所和黉舍的特色、先生的特色编制响应的课程，因材施教，最年夜限制公道支配课程。3、建议我国增强地舆课程内容与分歧范畴迷信的融会，便于综合的角度处理成绩。4、建议我国恰当的削减课程内容，尽力做到“精而简”，加重先生的压力，增强进修的深度。5、建议我国高中地舆课程内容的地区性和生涯性加倍凸起，不只是区域地舆，在体系地舆傍边也要表现出地区性和生涯性特色，案例上增长地区性和生涯性的特色。6、建议我国课程评价方面进步评价内容的针对性、详细性、操作性特色。 Abstract: Curriculum standard is the main basic task of curriculum reform. Curriculumstandards as the fundamental outline document for the national curriculum, plays a role in the course of pointing sideways. In order to draw a reasonable suggestion, we can draw up a reasonable suggestion, and help our country to revise our geography curriculum standard. In recent years, South Korea to the world curriculum development trend, before and after the amendment of the three social curriculum standards, teaching theory Bangbian obtained gratifying achievements, makes teaching is to promote the development of the social and economic growth. Worthy of our attention and reference. In this paper, through the process of Korean high school geography curriculum standard (SOCIAL) growth compared to the actual course, basically, geography teaching theory, geography curriculum theory, teaching theory, teaching practice for more guidance, in 2003 China Department of Education announced the "high school geography curriculum standards (trial version)" South Korea in 2011 and revised in 2011 "published by the Ministry of education to teach social course" as the basis, with the methods of literature, comparative analysis is an important research methods, from the concept of curriculum, curriculum structure, curriculum characteristics, curriculum objectives, curriculum contents, curriculum evaluation and other aspects of comparison, and the influence from the geography curriculum identity dimensions analysis of the causes of Chinese and Korean high school geography curriculum standard differences. Draw conclusions and inspiration. The conclusion is: 1, the curriculum idea, the curriculum nature, the curriculum structure is similar to the same point: all with "gentleman's growth" and "lifelong development" as the most basic curriculum idea. Differences: the nature of the curriculum, the two countries and regional differences in the size of the representative of the scale; curriculum structure, our country is? Elective course structure, South Korea is a single elective course structure. 2, the purpose of the course is to compare (1) the purpose of the course is to construct the same point: the structure of the two course objectives are expressed in a rational way. Different points: the purpose of our country to understand the purpose of the purpose of the three-dimensional object. (2) the content of the curriculum objective expressed similar point: take the achievements and experience or express purpose combination method to express, to Mr. for the action of the main body; both match value achievement of learning objectives. Bifurcation point: our experience or said purpose in the process and method, emotion attitude and value of indecent, action verbs is rich, the results of objective premise of content emphasizes ways and means; and South Korea experience or express the objective performance in common sense knows, artful skill, a position value category, the results of objective premise of content emphasizes the perspective of various indecent points, bifurcation. 3, the curriculum content is the same point: the curriculum content emphasizes the natural and the humanities situation relations, the value may be the continuous development thought, the value and the study ability training, takes the case analysis method. Different points: our country takes the module organization and the theme organization of the curriculum form, the value of natural and human geography and the basic common sense, emphasize the use of the latest technology, the content of the capacity of the big, pay close attention to the performance of human. South Korea to regional and thematic organization of the curriculum form, the implementation of the "the eve of the program" content organization method, emphasizing a variety of points, a variety of perspectives of the method, the attention of the performance is the core of the country's face. 4, curriculum evaluation of the same point: the evaluation of the diversity of the purpose of the comprehensive evaluation of the content of the method of diversification. Different points: South Korea's evaluation content is detailed, targeted, and emphasized the operational nature of the evaluation, the emphasis on the evaluation of the differences between the two countries, and the evaluation of the two countries, the value of the differences. Inspiration is: 1, according to the national conditions of our country, the appropriate speed up the curriculum standard revision cycle. 2, the proposed in China to enhance the development of school-based curriculum, according to the characteristics of premises and schools, Mr. Compilation Characteristics in response to the curriculum, teach students in accordance with their aptitude, the biggest limit reasonable control course. 3, suggestions to enhance our mix of content and different geography curriculum category of superstition, to facilitate the comprehensive perspective of achievement. 4, it is suggested that the appropriate course content in our country, try to do the "essence and Jane", mr.. 5, the proposed our country high school geography curriculum content areas and career double convex, not only geographical areas. In the system of geographical adjacency to show regional and career characteristics, case growth area and career characteristics. 6, we recommend that the evaluation of the progress of the evaluation of the contents of the targeted, detailed, operational characteristics. 目录: |
