The Living Curriculum Project

生活课程项目

• 批准号: 9720423
• 负责人: Louis Gomez
• 金额: $ 49.58万
• 依托单位: Northwestern University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-10-01 至 2001-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9720423&HistoricalAwards=false
• 关键词: Living; Curriculum; Project

9720423 Gomez The Living Curriculum Project (LCP) seeks to address the problems posed by the enactment of reform in local school communities. In particular, it responds to the problem of implementation. Reformers have recognized that curricular innovations are "brittle" they are interpreted as rigid prescriptions, and are thus likely to break when implemented in local contexts. Brittleness arises from a faulty design model which holds that once designed correctly, innovations can be adopted by teachers as-is . The goal of LCP is to make flexible curricula which stand up to indeed are improved by the process of local adaptation. The contents of the curriculum are living in that they are subject to growth and adaptation. School communities will not simply "implement" the curriculum in LCP, they will interact with materials, change them to fit context, document those changes for others' uses, and contribute their own content to the evolving curriculum database. LCP seeks to engage school communities in reflective learning and sharing about practice through the enactment, adaptation, and redesign of curricular materials. We will begin with four reform-oriented, Internet-based science curricula developed by the NSF-funded CoVis Project and develop two new units for our research and development concerning the "living curriculum" concept. Work on LCP will begin with an examination of local capacity to enact reform curricula such as those of the CoVis Project. We begin with the view that local capacity to enact reform is a function of a school community's ability to act as a learning organization. To reform is to learn, for at the heart of reform lies change, and at the heart of change lies learning. The goal of our initial work on LCP will thus be to understand how school communities build capacity for reform. Then, based on that understanding, we will design an information architecture which presents curricula to school communities as artifacts around which they can reflect and learn. Our conj ecture is that curricula should be presented to school communities as opportunities to learn through enactment, reflection, and adaptation. Through this process school communities can learn about the reform and build practice suited to their local needs. We believe that a key resource for learning through curriculum enactment is design ratior~ effective communication of the rationale that underlies a curriculum's design. LCP will emphasize making the design rationale of curriculum apparent to school communities. We conjecture that design rationale will provide school communities with substance around which to reflect, and enable them to develop a generative perspective for local use. As they enact curriculum, they will be provided with opportunity to reflect upon, discuss and learn about the design rationale of the curriculum. Such understanding should help school communities to tailor curricula in useful ways. If they understand the principles of the design, their ability to adapt the curricula in ways consistent with the spirit of that design will be enhanced. Built on an understanding of capacity building and incorporating design rationale, we will create the Learning Communities Knowledge Resource (LCKR); a technological infrastructure around which living curricula can be built and through which school communities can reflect, learn, and co-construct local practice. LCKR is a curriculum media-base of multimedia information indexed around task models of end users. Teachers might interact with it around the collection of resources for classroom instruction, while administrators interact with it to learning how to evaluate teaching practice in project-based classrooms, and parents interact with it to understand what their students do in school. The LCKR should provide a space for the range of constituents in school communities to interact and reflect practice. The path described for the research and development of the capacity framework, as well as flexible curricula with readily accessible design rationale provided to school communities through LCKR will enable us to produce truly generative living curricula. Living curricula will be flexibly designed to help school communities become co-designers of classroom practice. They will adapt and grow through enactment in variable contexts.

9720423 Gomez 生活课程项目 (LCP) 旨在解决当地学校社区实施改革所带来的问题。特别是，它回应了实施问题。改革者已经认识到，课程创新是“脆弱的”，它们被解释为僵化的规定，因此在当地实施时很可能会被打破。脆弱性源于错误的设计模型，该模型认为一旦设计正确，创新就可以被教师按原样采用。 LCP 的目标是制定灵活的课程，经得起当地的适应过程的改进。 课程内容是活的，它们会不断增长和适应。学校社区不会简单地“实施”LCP 中的课程，他们将与材料互动，更改材料以适应环境，记录这些更改以供其他人使用，并将自己的内容贡献到不断发展的课程数据库中。 LCP 致力于通过制定、改编和重新设计课程材料，让学校社区参与反思性学习和实践分享。我们将从 NSF 资助的 CoVis 项目开发的四个以改革为导向的、基于互联网的科学课程开始，并为我们的“生活课程”概念的研究和开发开发两个新的单元。 LCP 的工作将从审查当地制定改革课程（例如 CoVis 项目的课程）的能力开始。我们首先认为，地方实施改革的能力取决于学校社区作为学习组织的能力。改革就是学习，改革的核心在于变革，变革的核心在于学习。因此，我们 LCP 的初步工作目标是了解学校社区如何建设改革能力。然后，基于这种理解，我们将设计一个信息架构，将课程作为工件呈现给学校社区，供他们反思和学习。我们的推测是，课程应该向学校社区提供，作为通过制定、反思和适应进行学习的机会。通过这一过程，学校社区可以了解改革并建立适合当地需求的实践。 我们相信，通过课程制定进行学习的一个关键资源是设计比例，即课程设计背后的基本原理的有效沟通。 LCP 将强调让学校社区清楚了解课程的设计原理。我们推测，设计原理将为学校社区提供可供反思的实质内容，并使他们能够形成供当地使用的生成视角。当他们制定课程时，他们将有机会反思、讨论和了解课程的设计原理。这种理解应该有助于学校社区以有用的方式定制课程。如果他们理解设计的原则，他们以符合设计精神的方式调整课程的能力将会得到增强。 基于对能力建设的理解并结合设计原理，我们将创建学习社区知识资源（LCKR）；围绕其构建生活课程的技术基础设施，学校社区可以通过该基础设施反思、学习和共同构建当地实践。 LCKR 是围绕最终用户的任务模型索引的多媒体信息的课程媒体库。教师可以围绕课堂教学资源的收集与它进行交互，而管理人员可以与它进行交互，以学习如何评估基于项目的课堂中的教学实践，家长可以与其进行交互，以了解学生在学校的情况。 LCKR 应为学校社区的各类成员提供互动和反映实践的空间。 所描述的能力框架研究和开发路径，以及通过 LCKR 向学校社区提供易于理解的设计原理的灵活课程，将使我们能够制作真正的生成性生活课程。生活课程将被灵活设计，以帮助学校社区成为课堂实践的共同设计者。他们将通过在不同环境中的制定来适应和成长。