| 课程效能及结构分析 |
| |
| 引用本文： | 周蕾.课程效能及结构分析[J].宁波教育学院学报,2013,15(3):87-89,116. |
| |
| 作者姓名： | 周蕾 |
| |
| 作者单位： | 温州大学教师教育学院,浙江温州,325035 |
| |
| 摘 要： | 课程发展或改变的目的,是通过教育过程中有计划的内容、活动、安排的改变,使教学和学习的有效性最大化。课程效能的结构由教师经验、学生经验、师生相互经验和教育结果四个变量动态构成。课程改革的根本追求就是最大程度地实现或提升课程效能。
|
| 关 键 词： | 效能 课程效能 课程效能结构 |
The Conception and Structure Analysis of Curriculum |
| |
| ZHOU Lei.The Conception and Structure Analysis of Curriculum[J].Journal of Ningbo Institute of Education,2013,15(3):87-89,116. |
| |
| Authors: | ZHOU Lei |
| |
| Institution: | ZHOU Lei (School of teacher education, Wenzhou University, Wenzhou 325035, China) |
| |
| Abstract: | To a great extent, curriculum development or change aims to maximize the effectiveness of teaching and learning through change in planned content, activities and arrangements for educational processes. The structure of curriculum effectiveness may include process and outcome criteria such as teacher performance, student learning experience and outcomes. The fundamental goal of curriculum reform is the greatest degree to promote curriculum effectiveness. |
| |
| Keywords: | effectiveness curriculum effectiveness structure of curriculum effectiveness |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
|
