<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">RTED</journal-id><journal-title-group><journal-title>Research on Teacher Education and Development</journal-title></journal-title-group><issn>3066-8999</issn><eissn>3066-9006</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/RTED.2025130044</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>地方院校乡土课程资源建设的价值与进路</title><url>https://artdesignp.com/journal/RTED/1/13/10.61369/RTED.2025130044</url><author>苏丽梅</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>1</volume><issue>13</issue><history><date date-type="pub"><published-time>2025-09-05</published-time></date></history><abstract>地方院校乡土课程资源建设在重塑高等教育体系中具有促进课程内容更新、拓展师生素养边界、助力教育目回归的独特价值。但也存在标准化建设势强而地方性关怀式微，数智化转型加速但乡土性融入不足，同质化经验突出而区域性智慧缺失等问题。为此，应构建&amp;ldquo;标准为基、地方为锚&amp;rdquo;的课程协同体系，推进 &amp;ldquo;数智赋能、扎根乡土&amp;rdquo; 的资源创新项目，打造&amp;ldquo;区域标识、配位发展&amp;rdquo; 的课程特色品牌，共筑地方院校乡土课程资源建设新生态。</abstract><keywords>乡土课程,资源建设,地方院校</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>&amp;nbsp;[1]Shahi B B, Parajuli T R. Contextual Education and Curriculum for Local Resource Utilization [J]. Shiksha Shastra Saurabh, 2024, 24: 105-117.&amp;nbsp;[2]王本陆.课程与教学论(第四版)[M]北京:高等教育出版社,2023.&amp;nbsp;[3] Wagle S K, Luitel B C, Krogh E. Exploring possibilities for participatory approaches to contextualized teaching and learning: A case from a public school in Nepal [J]. Educational Action Research, 2023, 32(2): 276&amp;ndash;294.&amp;nbsp;[4]Turwelis, Komariah A, Rykova I, et al. Assessing the Quality and Efficiency of Education in Rural Schools through the Models of Integration and the Cooperation of Educational Institutions: A Case Study of Russia and Indonesia [J]. Sustainability, 2022, 14(14): 8442.&amp;nbsp;[5]Pamungkas S D P, Suputra G N D, Fadillah D A P, et al. The Urgency of Preserving Regional Languages through Local Educational Curriculum [J]. Foremost Journal, 2023, 4(2): 186-196.&amp;nbsp;[6]施久铭.保留&amp;ldquo;故乡的印记&amp;rdquo;:让地方美育资源融入学校课程[J].中小学管理,2021,(08):24-26.&amp;nbsp;[7]兰帅,李光泉,杨同华.地方院校服务乡村振兴的&amp;ldquo;校企村&amp;rdquo;职业教育模式探析[J].继续教育研究,2024,(01):93-97.&amp;nbsp;[8]田友谊,石蕾.在地化理论视域下乡村学校课程建设的现实困境与推进路向[J].现代教育管理,2024,(06):51-60.&amp;nbsp;&amp;nbsp;[9]郭海洋,吉宇飞.地方课程的&amp;ldquo;在地性&amp;rdquo;追求[J].教学与管理,2024,(36):74-79.&amp;nbsp;[10]吴文哲,季林丹,陈坤.虚拟仿真实验教学项目建设的挑战与对策[J].中国大学教学,2023,(10):69-74.&amp;nbsp;[11]沈丽华.幼儿园课程建设中本土资源开发的视角转换与基本路径[J].学前教育研究,2024,(08):91-94.&amp;nbsp;[12]陈冬梅.学校高质量发展背景下地方院校品牌建设路径与机制探究&amp;mdash;&amp;mdash;以江苏省为例[J].中国教育学刊,2022,(09):3.&amp;nbsp;[13]时松,于秀霞.论幼儿园课程&amp;ldquo;在地化&amp;rdquo;的四个核心问题[J].今日教育(幼教金刊),2024,(12):31-33.&amp;nbsp;[14]谢金土.校本课程&amp;ldquo;学材&amp;rdquo;开发的六个着力点[J].教学与管理,2025,(14):29-31.&amp;nbsp;[15]冯勇,王鸿,申锦涛,等.融合多模态特征的在线课程资源推荐方法[J/OL].哈尔滨理工大学学报,1-13[2025-07-08].</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
