| 分科课程强调学科逻辑系统的完全性和绝对自力性,而综合课程强调学科间的相干性和内涵同一性。不管分科课程和综合课程都有其本身存在的价值,不克不及简略的说孰优孰劣。在新一轮的课程改造中,我国在初中阶段设置了分科与综合课程并行的课程构造。然则受多方身分的作用,综合课程的实行碰到了一些成绩。是以,若何在课程综合化的趋向下,使分科课程与综合课程无机的折衷,成为我们有待处理的成绩。本研究以我国的全日制责任教导化学课程尺度(试验稿)、全日制责任教导迷信(7—9年级)课程尺度(试验稿)和韩国的迷信科教导课程和响应教科书为根据,采取了文献法与比拟法相联合的办法,对两国课程内容的相干性赐与了比拟,得出以下结论：两国的课程具有以下雷同的地方：三个课程内容之间都根本完成了本学科常识构造之间的逻辑关系和分歧学科常识之间的逻辑次序；三个课程都根本遵守了根据先生认知特色和心思特点、和本学科常识构造之间的逻辑关系、分歧学科常识之间的逻辑次序完成时光维度上的相干；就化学与其他学科的相干性水平而言,化学与生物的相干性最年夜,物理和地舆次之；而在中韩两国迷信课程中分歧学科内容的相干性更邻近；三个课程均存在内容次序不公道的地方；两国的迷信均是综合课程,所以在开设时光上贯串于全部初中阶段,使得各学科的进修出现出持续性；两国的迷信课程中设置了根本类似的进修主题(范畴)。两国的课程具有以下分歧的地方：中韩迷信与化学在课程内容组织情势上明暗两条头绪不雷同；中韩两国迷信课程中各学科内容的相干性优于化学课程中化学内容与其他学科内容的相干性；我国化学课程在完成本学科常识构造逻辑关系水平好过中韩两国迷信课程；我国化学课程中本学科内容的相干性是天然构成的,中韩两国迷信中各学科内容的相干性是工资构成的；化学与其他学科的相干性在时光上不如中韩的迷信,中韩迷信课程的综合措施存在差别；中韩迷信虽均为综合课程,然则对于雷同的内容,韩国的课程相干内容融会的更好；与中国的课程内容比拟,韩国的课程内容中,缺少能将各学科常识之间互相接洽的年夜主题。依据上述比拟结论,针对我国的分科与综合课程提出以下的建议：在分科课程的编制进程中,从全体上存眷各文科课程之间的相干性,增强分歧学科课程编制者之间的交换。在教授教养中教员应增强化学与其它相干课程的穿插渗入渗出,促进分歧学科教员之间的交换。而在综合课程的编制中,除要重视各学科相干内容的接洽外,还要增强各学科本身的体系性,增进课程内容的公道优化与组织。增进分科课程校本课程的开辟,填补分科课程的缺乏。采用恰当的综合课程的过渡形式,慢慢推动综合课程的实行。推动我国综合迷信课程的实际研究与理论任务。优化课程内容,从造就先生的迷信思想和立异才能未动身点,选择切近生涯的课程内容、存眷课程内容与社会、现实的接洽。增强课程资本的开辟与运用。 Abstract: The curriculum emphasizes the complete and absolute independence of the disciplinary logic system, while the integrated curriculum emphasizes the coherence and the connotation of the subject. Regardless of the curriculum and integrated curriculum has its own value, can not simply say that the better and better. In the new round of curriculum reform, our country has set up the curriculum structure of the branch and the integrated curriculum in the junior middle school. But by the influence of multi factors, the implementation of integrated curriculum encountered some results. In the course of curriculum integration, the integration of curriculum and integrated curriculum of the inorganic compromise, we need to deal with the results. In this research, China's "full-time responsibility to teach the chemistry curriculum scale (Trial draft)" and "full-time responsibility to teach the Superstition (7 - 9 grades) curriculum standards (Trial draft)" and the science and superstition "Curriculum" and guide the Korean textbooks according to the response, take the literature method and the fitting method combined way than thanks to the two countries, the coherence of curriculum content and the comparison, draw the following conclusions: the course has the same place: three course contents are basically achieved between the logical order of common knowledge structure of logical relations and different discipline knowledge; three basic courses are kept according to the logic order between Mr. the cognitive characteristics and psychological characteristics, and the subject knowledge structure logical relationship, different discipline knowledge and completing the dimension of time; on the level of coherence of chemistry and other disciplines and words , most of the eve of the coherence of chemical and biological, physical and geographical times; and in China and South Korea "superstition" in the course of the coherence of different subjects more adjacent; three courses are the contents of the order is not reasonable place; both "superstition" are integrated curriculum, so in design time perforative in all of the junior middle school stage, the interdisciplinary study showed persistent; between "science" curriculum setting the basic similar learning theme (category). The course has the following differences: China and South Korea "science" and "Chemistry" in the curriculum situation of shade two clue is not identical; China and South Korea "superstition" in the course of each subject in the course of coherence is better than the "chemical" chemical content and other disciplines in the coherence; China's "Chemistry" course after the completion of the subject knowledge structure level is better than the logical relationship between China and South Korea "science" curriculum; coherence of the subject content of China's "Chemistry" course is a natural form, China and South Korea "superstition" in each subject is a coherent wage; "coherence of Chemistry" and other subjects in the time as China and South Korea the "science", "science" course and method of comprehensive differences between China and South Korea; "superstition" though are integrated curriculum, but about the same content, the curriculum of South Korea Coherent content fusion better; compared with the Chinese curriculum content, in Korea, the curriculum, lack of interdisciplinary knowledge between each other approached the eve of the theme. According to the comparison results, for our division and synthesis curriculum put forward following suggestions: in the process for the preparation of the subject curriculum, from the whole deposit coherence between the dependents of the liberal arts curriculum, enhance the differences among the disciplines of curriculum development between exchange. In teaching, the teacher should strengthen the chemical and other related courses interspersed infiltration, to promote the exchange of different disciplines. In the preparation of the comprehensive curriculum, in addition to the need to pay attention to the relevant content of each subject, but also to enhance the system of the discipline itself, to improve the course content of the reasonable optimization and organization. To promote the development of the school-based curriculum, to fill the lack of curriculum. Adopt appropriate integrated curriculum transition form, and gradually promote the implementation of integrated curriculum. The practical research and theoretical task of promoting the comprehensive science of Science in china. Optimizing the course content, from train student's scientific thought and innovation ability not starting point, selecting the closest career course contents, save pays close attention to the content of the course and society, contact. Strengthening the development and application of the course capital. 目录: |
