摘要
"教师创生课程"这一命题意在阐释教师与课程的内在关系。它主张教师在整个课程运作过程中都应充分发挥主体性和创造性,并自觉主动地变革课程的各要素,以达到促进课程、教师和学生共同发展的目的。这一命题具有重要的课程论意义,它将带来课程领域的三大转向:课程观念由单一、封闭、静止转向多元、开放和动态建构;教师的课程角色由忠实执行者转向反思性建构者;课程运作的价值取向由追求技术理性转向追求实践理性和解放理性。
The proposition that the teacher enact curriculum intends to elucidate the intrinsic relationship between teacher and curriculum. It is argued that the teacher should bring his subjectivity and creativity into play in the whole process of curriculum Operation and change various elements of the curriculum actively and consciously so as to facilitate development of student, teacher and curriculum. The proposition will bring three changes in the curriculum area： the curriculum idea will change from single, close, static to multiple, open and dynamic construction; curriculum role of the teacher will change from faithful executor to reflective constructor; the value orientation of curriculum operation will also change from pursuit of technical reason to pursuit of practical and emancipatory reason.
出处
《教育理论与实践》
CSSCI
北大核心
2007年第11期53-56,共4页
Theory and Practice of Education
基金
北京师范大学青年教师社会科学研究基金项目"小学科学教师的课程创生研究"的系列成果之一。
关键词
教师
创生课程
课程观念
教师的课程角色
课程运作的价值取向
teacher
enact curriculum
curriculum idea
curriculum role of the teacher
value orientation of curriculum operation
