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课程统整是以真实世界的整体性和系统性为依据，以突破学科边界的方式将分门别类的学科知识有机组合，从而形成能够解决社会问题的知识经验体系的课程改革模式。为了探讨课程统整与学生学业表现的关系，本研究以正在开展课程统整的学校为调查范围，对8个班级的297名中小学生开展了跨度9个月的3次追踪调查并进行交叉滞后分析。结果发现：课程统整是由知识统整、经验统整、社会统整、设计统整等四个方面组成的稳定结构。课程统整与学生学业表现之间存在同时性相关与继时性相关关系，第一、第二次测量的课程统整能够分别显著预测第二、第三次测量的学生学业表现，第一、第二次测量的学生学业表现能够分别显著预测第二、第三次测量的课程统整，课程统整与学生学业表现之间具有显著的相互影响关系。鉴于这一关系，学校可以借助课程统整促进学生发展，在奠定“四维一体”课程统整格局的基础上，以学生为中心组织课程统整活动、保障课程统整的持续发展与探索，形成师生共建课程的教育秩序。
Abstract：Curriculum integration is a curriculum reform model, which is based on the integrality and systematicness of the real world, and organically combines the subject knowledge in a way that breaks the discipline boundary, thereby forming a knowledge and experience system that can solve social problems. In order to explore the relationship between curriculum integration and student academic performance, a nine-month longitudinal survey was conducted on 297 primary and secondary school students from 8 classes in schools undergoing curriculum integration reform, and a cross-lagged regression analysis was conducted. The result shows that curriculum integration is a stable structure composed of knowledge integration, experience integration, social integration and design integration. There is a simultaneous and sequential correlation between curriculum integration and student academic performance. First and second measurements of curriculum integration can significantly predict students' academic performance at second and third measurements respectively, first and second measurements of students' academic performance can significantly predict curriculum integration at second and third measurements respectively, there is a significant interactive relationship between the curriculum integration and students' academic performance. In the relationship, schools could leverage curriculum integration to promote student development, on the basis of laying the “four-dimensional integration” curriculum integration pattern, organizing students-oriented curriculum integration activities, ensuring the sustainable development and exploration of curriculum integration, and forming an educational order for teachers and students to jointly establish the curriculum.
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基本信息:
中图分类号:G632.3
引用信息:
[1]杨帆,陈昊璇,王瑞璇,等.课程统整与学生学业表现的关系研究：一项以中小学校课程改革为背景的交叉滞后分析[J].全球教育展望,2026,55(01):52-70.
基金信息:
全国教育科学规划2023年度国家重点课题“我国青少年阅读能力的时代内涵与培养路径研究”(项目编号：AHA230018)的研究成果
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