The Living Curriculum Project

9720423 Gomez生活课程项目（LCP）旨在解决当地学校社区改革颁布所带来的问题。特别是，它对执行问题作出了反应。改革者已经认识到，课程创新是“脆弱的”——它们被解读为僵化的处方，因此在地方环境中实施时很可能会破裂。脆弱性源于一种错误的设计模式，这种模式认为，一旦设计正确，创新就可以被教师原样采用。LCP的目标是通过地方适应的过程，使灵活的课程经得起实际的改进。课程的内容是活的，因为它们是成长和适应的对象。学校社区不会简单地在LCP中“实施”课程，他们会与材料互动，改变它们以适应环境，记录这些变化以供他人使用，并将自己的内容贡献给不断发展的课程数据库。LCP旨在通过课程材料的制定、改编和重新设计，让学校社区参与反思学习和实践分享。我们将从由美国国家科学基金会资助的CoVis项目开发的四个以改革为导向、基于互联网的科学课程开始，并开发两个新的单元，用于研究和开发“生活课程”概念。LCP的工作将首先审查地方制定改革课程的能力，例如CoVis项目的课程。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型组织的能力。改革就是学习，因为改革的核心是变化，而变化的核心是学习。因此，我们关于LCP的初步工作的目标将是了解学校社区如何建立改革能力。然后，基于这种理解，我们将设计一个信息架构，将课程呈现给学校社区，作为他们可以反思和学习的人工制品。我们的猜想是，课程应该作为通过制定、反思和适应来学习的机会呈现给学校社区。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。我们认为，通过课程制定学习的一个关键资源是设计比率——有效地沟通课程设计的基本原理。LCP将强调使课程的设计原理对学校社区明显。我们推测，设计原理将为学校社区提供反映的物质，并使他们能够为当地的使用开发一个生成的视角。当他们制定课程时，他们将有机会反思、讨论和学习课程的设计原理。这种理解应该有助于学校社区以有用的方式定制课程。如果他们理解了设计的原则，他们调整课程的能力就会增强，使之与设计的精神相一致。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）；一种技术基础设施，围绕它可以建立生活课程，通过它，学校社区可以反映、学习和共同构建当地实践。LCKR是一个围绕最终用户任务模型索引的多媒体信息课程媒体库。教师可能会围绕课堂教学资源的收集与之互动，而管理人员则会与之互动，以学习如何评估基于项目的课堂教学实践，而家长则会与之互动，以了解他们的学生在学校做了什么。LCKR应该为学校社区的各种成员提供一个互动和反映实践的空间。能力框架的研究和发展路径，以及通过LCKR向学校社区提供的具有易于访问的设计原理的灵活课程，将使我们能够制作真正的生产性生活课程。生活课程将灵活设计，帮助学校社区成为课堂实践的共同设计者。他们将在不同的环境中适应和成长。

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.