小学生态美育校本课程的实践研究——以上海市 C 校为例
摘要：生态美育是当前全球化背景下提升国民素质的必由之路，是生态文明建设的迫切要求，是促进青少年生态审美素养提高的坚实平台，是现代学校响应基础教育改革的必然要求。当前，对于基础教育工作者来说，如何走出第一步，开发并实施生态美育校本课程就显得尤为重要。
本文通过实地调查，结合文献分析的方法，以上海市 P 区 C 校为个案，以该校生态美育开发与实施的各层面为对象，试图在其实施现状的基础上分析小学生态美育校本课程开发的成效与问题，提出针对性的建议，期望为上海市乃至其他地区小学生态美育校本课程的深入研发提供具有参考价值的经验。
对生态美育校本课程进行理性建构是首要任务，笔者就生态美育课程的理论基础、核心取向、目标导向、内容框架、实施原则、校本评价等方面进行了初步建构。在实际操作层面，研究发现，生态美育校本课程的开发与实施有助于小学生生态审美认知的提高与生态审美素养的培养；教师的生态审美水平及课程设计能力有了显著地提升；学校的科研素质及办学特色初步展现。与此同时，生态美育校本课程在开发与实施过程中存在着课程资源挖掘不够力度，运行保障不够力度等问题。
笔者在认真分析各方面的基础上，提出了下列对策与建议：在生态美育校本课程实施中有效促进教师专业发展；全面利用课程的物质、人力资源为课程研发服务；大力提升校长专业素质与课程领导力；着重打造与生态美育相关的学校文化；积极拓宽生态美育课程实施的家庭、社区领域，使生态美育成为一项自觉的、系统的教育工程。
关键词：小学； 生态美育； 校本课程； 实践研究
Abstract：Ecological aesthetic education is the only way to enhance the quality of citizens in the current context of globalization, the urgent requirements of the construction of ecological civilization, the solid platform to promote the aesthetic qualities of adolescent's ecological improvement, the inevitable requirement of the modern schools to respond to the reform of basic education. At present, for basic education workers, how to take the first step, it is particularly important to develop and implement the school-based curriculum of Eco-aesthetic education.
This paper targeting all levels of ecological aesthetic education’s development and implementation of the case of shanghai C school will attempt to analyze the effectiveness of Eco-aesthetic education’s primary school-based curriculum development and problems, give targeted recommendations on the basis of the status of implementation and expecting to provide experience with a reference value for in-depth research and development of Shanghai and even other parts of the primary school-based curriculum of ecological aesthetic education through field survey and literature.
Rational construction of the ecological aesthetic school-based curriculum is a priority, the author initially construct in the theoretical basis, core orientation, goal-oriented, content framework, the implementation of the principle of school-based evaluation and other aspects of the curriculum. At the practical level, the study found that through ecological aesthetic school-based curriculum’s development and implementation, pupils' ecological aesthetic awareness has greatly improved and the ecological aesthetic quality can be cultured; the teachers' ecological aesthetic level and the ability of curriculum design has significantly upgraded; the school's quality of scientific research and characteristics show apparently. At the same time, there are not enough efforts to ecological aesthetic resources of the school-based curriculum mining and its protection is not enough to other issues.
The author puts forward some counter measures and suggestions on the basis of careful analysis of all aspects: effectively promoting the professional development of teachers; taking advantage of material, human resources for the research of curriculum development; greatly enhancing the quality of principals professional and leadership of curriculum; building the school culture focused on ecological aesthetic education; actively expanding the family, community field of Eco-aesthetic curriculum implementation, so ecological aesthetic education will become a conscious, systematic education project.
Key words: primary school; school-based curriculum; ecological aesthetic education; study of practice
（蔡颖 上海师范大学教育学原理专业硕士学位论文）