摘 要杜威认为，“活动”是儿童是兴趣与需要的“发泄”的形式，应该让儿童，在实际活动中“发挥作用”获得直接经验。因此，杜威的“活动——经验”课程影响了各国纷纷倡导教育回归儿童生活的潮流，小学活动课程就成了世界瞩目的焦点。课程是学校教育的“传送带”，承担着学校教育的培养目标。从 2001 年新课程改革至今，我国综合实践活动课程从认识到实践，学者们纷纷出谋划策，对实践活动进行了理论研究和实践构想。在教育专家对活动课程如火如荼的进行实验中，大多数基层教育者却收效甚微。他们中一些仍然以学科课程为主，忽视活动课程对学生身心发展的重要性；另一些学校将活动课程视作简单的活动，未能发挥学生的主体性；还有一些将活动课程局限于学校之内，忽视社区和社会资源的利用。针对这些现象，笔者通过数据库、图书馆等查阅文献书籍，以泰勒的目标课程范式和施瓦布的实践课程范式为理论依据，结合案例分析探寻小学活动课程开发的价值，从而展开对小学活动课程开发的过程的论述。笔者希望能尽微薄之力，为小学活动课程的开发提供可借鉴意义，促进活动课程的有效开发、推动实施。关键词：活动课程，综合实践活动课程，课程开发AbstractDewey believes that "activity" is a form of "interest" that children are interested in and needs to be, so that children should be able to play a role in practical activities to gain direct experience. Therefore, Dewey's "-- experience of course affected countries have advocated education return to children's life trend, primary school curriculum activities became the focus of world attention.The curriculum is the school education "conveyor belt", undertake the training objectives of school education since 2001. The new curriculum reform, integrated practical activity curriculum in China to practice from the understanding, scholars give advice and suggestions, practice the theoretical research and practice in the education conception. Experts of the activity curriculum experiment was carried out like a raging fire. The majority of the basic education has little effect. Some of th...
