当代课程故事作为质性课程研究的重要方式,源于20世纪70年代自传取向课程研究的推动,并逐步形成一些共同特征,即以课程纪实为基础、以经验叙事为本质、以探究过程为情节、以合作研究为条件.同时,表现出多元的教育实践价值,它引导课程与教学特别是活动课程的生成与完善,帮助儿童的学习与成长,促进教师态度与行为的改变,重建理论与实践的统一.好的课程故事,不仅要重视故事性,更要体现课程内涵.%As a form of curriculum studies, the contemporary curriculum story was initiated by Biographical orientation of curriculum research in 1970's and built up some common features. The curriculum documentary is its basis, the experience narration is its essence, the inquiry process is its Storyline, and the cooperation study is its condition. Curriculum story has multiple values for practice. It helps to generate and improve the activity curriculum, and helps to unify the theory and practice(It can helps children to learn and grow better) and help to change teachers' attitude and behavior. A good curriculum story is made up of not only good story but also exact conceptual connotation..
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