施瓦布实践课程理论,本质是帮助学生提高动手实操能力,发掘实践兴趣,发展生活智慧,建立课程价值。本文试图通过立足施瓦布的实践性课程理论,结合当前教学实际及案例,探讨其在农业硕士研究生课程《食品安全案例》中的启示与实践。Schwab...施瓦布实践课程理论,本质是帮助学生提高动手实操能力,发掘实践兴趣,发展生活智慧,建立课程价值。本文试图通过立足施瓦布的实践性课程理论,结合当前教学实际及案例,探讨其在农业硕士研究生课程《食品安全案例》中的启示与实践。Schwab’s practical curriculum theory, in essence, aims to enhance students’ hands-on operational skills, explore practical interests, develop life wisdom, and establish curriculum value. This paper attempts to explore the implications and practice of Schwab’s practical curriculum theory in the agricultural master’s course “Food Safety Cases” by integrating current teaching practices and case studies.展开更多
以施瓦布实践性课程理论为指导,将理论的实践的艺术、准实践的艺术、折中的艺术、集体审议法、行动研究法融入课程的开发、实施、评价过程中,建立一种理论应用模式,为研究校建设心理健康教育课程。并在师生双层面评价中,总结运用该理论...以施瓦布实践性课程理论为指导,将理论的实践的艺术、准实践的艺术、折中的艺术、集体审议法、行动研究法融入课程的开发、实施、评价过程中,建立一种理论应用模式,为研究校建设心理健康教育课程。并在师生双层面评价中,总结运用该理论指导课程建设的经验,包括个性化适度而为、集体审议的方式校本化、集体审议的流程制度化、课程评价多元化四方面。This study takes Schwab’s theory of practical curriculum as a guide, integrates the theory’s art of practice, art of quasi-practice, art of compromise, collective deliberation method, and action research method into the process of curriculum development, implementation, and evaluation, and establishes a mode of applying the theory to build a mental health education curriculum for the research school. It also summarizes the experience of applying the theory to guide the construction of the curriculum in the two-level evaluation of teachers and students, including the four aspects of personalized moderation, school-based approach to collective deliberation, institutionalization of the process of collective deliberation, and diversification of curriculum evaluation.展开更多
文摘施瓦布实践课程理论,本质是帮助学生提高动手实操能力,发掘实践兴趣,发展生活智慧,建立课程价值。本文试图通过立足施瓦布的实践性课程理论,结合当前教学实际及案例,探讨其在农业硕士研究生课程《食品安全案例》中的启示与实践。Schwab’s practical curriculum theory, in essence, aims to enhance students’ hands-on operational skills, explore practical interests, develop life wisdom, and establish curriculum value. This paper attempts to explore the implications and practice of Schwab’s practical curriculum theory in the agricultural master’s course “Food Safety Cases” by integrating current teaching practices and case studies.
文摘以施瓦布实践性课程理论为指导,将理论的实践的艺术、准实践的艺术、折中的艺术、集体审议法、行动研究法融入课程的开发、实施、评价过程中,建立一种理论应用模式,为研究校建设心理健康教育课程。并在师生双层面评价中,总结运用该理论指导课程建设的经验,包括个性化适度而为、集体审议的方式校本化、集体审议的流程制度化、课程评价多元化四方面。This study takes Schwab’s theory of practical curriculum as a guide, integrates the theory’s art of practice, art of quasi-practice, art of compromise, collective deliberation method, and action research method into the process of curriculum development, implementation, and evaluation, and establishes a mode of applying the theory to build a mental health education curriculum for the research school. It also summarizes the experience of applying the theory to guide the construction of the curriculum in the two-level evaluation of teachers and students, including the four aspects of personalized moderation, school-based approach to collective deliberation, institutionalization of the process of collective deliberation, and diversification of curriculum evaluation.
