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1、美国学校课程统整研究的进展与反思刘登珲李凯华东师范大学课程与教学研宄所摘要：课程统整内涵、框架、价值与实作等问题的澄清是构建适切核心素养转化的课程统整模式的基础。结合美国课程统整研究学术史看，正确把握课程统整内涵，需要超越工具主义课程统整观，从“课程开发”的层面认识课程统整;课程统整分类框架多依据组织程度、参与主体来组织，缺乏指涉课程转化层级的系统框架；课程统整能促进学生学术及非学术成就发展得到实证数据支持，但具体统整模式效能研究有待深化；课程统整的实践运作主要括主题选择、目标制定、知识建构、教学及评价设计等要素。教师课程统整力不高、支持
2、系统建设不健全、为统整而统整的形式主义成为制约美国课程统整实践的瓶颈问题。超越工具主义课程统整观，构建适切核心素养转化的统整模式是我国未来课程统整研宂领域的核心任务。关键词：课程统整;核心素养;文献分析;进展;反思;作者简介：刘登珲，华东师范大学课程与教学研宂所博士生；作者简介：李凯，华东师范大学课程与教学研究所博士生。基金：华东师范大学2016年“优秀博士学位论文培育项目”资助（项目编号：YB2016003）TheProgressandReflectionoftheResearchonSchoolsCurriculumIntegrati
3、oninAmericanLIUDenghuiLIKaiInstituteofCurriculumandInstruction，EastChinaNormalUniversity;Abstract：Clarifyingtheproblemsofschoolcurriculumintegration,includingthemeaning,framework,valueandpractice,isthelogicalpremisetorealizetheeffectivetrans-formationofcoreliteracy.Baseso
4、ntheacademichistoryofcurriculumintegration,graspingtheconnotationofcurriculumintegrationcorrectly，needstounderstandbeyondtheinstru-mentalismcurriculumconceptandrecognizecurriculumintegrationfromthecurriculumde-velopmentlevel.Theframeworkofcurriculumintegration,istypically
5、basedonorganiza-tionlevel,orparticipatingagents,lackingofsystematicstructureofcurriculumtransforma_tion.Thepositiveeffecthasbeenwcll-acceptedinthestudents’academicandnon-aca-demicachievementsbasedonempiricaldata,butfurtherresearchonefficiencyofspecificintegratedmodelsisne
6、ededtodeepen.ThePracticaloperationofcurriculumintegrationcontainsavarietyofelements，whichmainlyincludesthechoiceofthetheme,goal-setting,theconstructionofknowledge,teachingevaluationanddesigning.Theinsufficientcapacityofteachers’curriculumintegration,theimperfectsupporting
7、system,andtheformalismofintegration,whichrestrictsthepracticeofcurriculumintegration,hasbecomethebottle-neckproblemthatTnthefuture,theconstructionofintegratedmodelssuitablefortransfor-mationofthecorecompetence,willbethecoretaskofthecurriculumintegrationresearchinChina,whi
8、chshouldbebeyondthetraditionalinstrumentalthoughts.Keyword：curriculumintegration;core1iteracy;li
