全球教育展望

对"学什么"与"学会什么"的规范,即内容为纲与质量驱动是课程标准发展的两种不同取向。自新课程实施以来,我国学科课程标准的发展可分为过渡期(2001—2014年)和初创期(2014年至今)两个阶段。过渡期的学科课程标准本质上是内容标准,实现了从教学大纲时代到内容标准时代的过渡。初创期的学科课程标准基于核心素养的育人目标,实现了内容标准与学业质量标准的有效统整。学科课程标准的完善是一个不断推进的过程,未来应注重提高学科课程标准的可操作性;优化课程内容结构,明确内容标准中的学习内容和学习程度表述;进一步优化学业质量标准,厘清学业质量与考试命题的关系。

The standardization of “what to learn” and “what have learnt” — that is, content oriented and quality driven — are two different orientations in the development of curriculum standards. Since the implementation of the new curriculum, the development of China's discipline curriculum standards can be divided into two stages: transition period(2001-2014) and start-up period(2014 to present). The discipline curriculum standards in the transition period were essentially content standards, realizing the transition from the era of teaching syllabus to the era of content standards. The discipline curriculum standards in the start-up period are based on the educational goal of core competencies, realizing the effective integration of content standards and academic quality standard. The improvement of discipline curriculum standards is a continuous process. In the future, we should pay attention to improving the operability of discipline curriculum standards, to optimizing the course content structure and clarifying the expression of learning content and learning degree in the content standard, and to further optimizing the academic quality standard and clarifying the relationship between academic quality and test item design.