学习型组织课程及其建构路径
Learning Organization Curriculum and Its Constructive Path
  
DOI:
中文关键词:  学习型组织课程;课程愿景;课程全息图;课程自组织
英文关键词:learning organization curriculum, curricular vision, curricular hologram, self-organized curriculum
基金项目:课题“中小学研学旅行研究”(项目编号:BHA170136)、全国教育科学规划教育部重点项目“农村小学全科教师培养创新模式研究”(项目编号:DIA150296)以及“136人才工程项目”的阶段性成果之一
作者单位
殷世东 合肥师范学院 
王磊 西南大学 
龚宝成 淮南师范学院 
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中文摘要:
      课程是学校教育的生命载体,其具有鲜活的生命体征,以课程愿景规划课程未来走向和学习者的人生,以意义组织结构不断衍生新的意义和丰富课程资源,以课程自组织保持课程自身生命的张力,以其全息性进行全面育人,是一种有机的学习型组织结构。只有在学习型组织课程的学习过程中,学习者才能与充满生机活力的课程进行对话与交流,开展系统思考,形成心智模式,培育核心素养。因此,在学校教育活动中,通过设计科学的课程愿景,创生课程意义结构组织,创设课程的全息图,激活课程自组织,方能建构学习型组织课程,进而促进学习者全面发展。
英文摘要:
      Curriculum is the carrier of school education’s life, with vivid life signs. An organic learning organization system takes curricular vision to plan the future direction of curriculum and learners’ lives, self-organized curriculum to maintain its dynamic, its holographic feature to achieve comprehensive education. In the learning organization curriculum, learners can interact with the dynamic curriculum, perform systematic thinking, form mental model and cultivate core literacy. Therefore, in order to construct learning organization curriculum to promote learners’ all-round development, it needs to design scientific curricular vision, create curricular meaningful organization, develop curricular hologram, and activate self-organised curriculum.
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