学校个性化课程建设的实践和.研究——以潍坊北海学校主题课程.研究为个案.pdf

目 录 目 录 摘 要································································································I Abstract ·····························································································III 第一章 绪 论····················································································1 一、问题提出··················································································1 二、选题的理论及实践意义 ·······························································2 三、国内外文献综述 ········································································3 （一）国内文献·········································································4 （二）国外文献·········································································5 四、研究方法与研究目的··································································7 （一）研究方法·········································································7 （二）研究目的·········································································9 五、相关概念界定 ···········································································9 第二章 国外课程整合的启示································································11 一、课程整合成为课程改革的主题····················································11 （一）学习与生活联系是课程整合的重要目的和实现途径·················11 （二）课程结构的整合是课程整合的关键······································11 （三）课程整合与课程分化是两种不同的课程设计取向····················12 （四）课程整合与整合课程不是同一概念······································12 二、课程结构的重构与实施 ·····························································12 三、课程整合所面临的困难 ·····························································13 （一）确立课程价值观········