我国中小学教师课程理解的主观性：问题与对策

发布时间：2018-08-14 13:09

【摘要】：教师课程理解是教师对课程现象、课程文本及课程事件之意义的解读过程。教师对课程的理解是形上教育理论形下化的有效途径。随着第八次课程改革的展开,教师被鼓励着打破原有的、程式化的理解范式去重构和创生课程,有一定的积极意义。但矫枉过正所带来的问题亦是值得关注的现象。表现为教师对课程理解主观性的盲目崇拜和对课程理解客观性的遗忘。甚至,有不少教师走向了建构主义理解“一边倒”,并忽视教育教学的客观之维。鉴于这一问题,有必要在对一线中小学教师课程理解主观性问题分析的基础上反思当下教师课程理解,并建构一种辩证的、主客观互补的教师课程理解观。论文主要采用文献研究法和案例分析法,针对中小学教师课程理解的现状和问题,构建教师课程理解主观性的本真样态,并倡导一种恰切的教师课程理解:首先,从教师对课程概念、内容、实施与评价理解的四个层面审视了我国中小学教师课程理解所存在的主观性问题,并对这些主观性问题作了理性层面的思考;其次,从理解的价值、能力、方式及支持四个层面剖析了教师课程理解主观性问题的成因,并指出课程理解主观性问题的症结所在;最后,从教师自身的内在素质、学校的管理规范和各种理解视域的融合三个层面提出了解决教师课程理解主观性问题的对策。其中,内在素质层面是教师课程理解的反求诸己,管理规范层面是教师课程理解的外部规劝,视域融合层面是教师课程理解主体间的协作。论文在反思中小学教师课程理解主观性问题的基础上倡导恰切的课程理解。这不仅有利于归正我国中小学教师课程理解的路向,还有利于解决一些实际的理解问题,从而提升中小学教师的理解水平。
[Abstract]:Teachers' curriculum understanding is the process of teachers' interpretation of curriculum phenomena, curriculum texts and the significance of curriculum events. Teachers' understanding of curriculum is an effective way to transform the theory of metaphysical education. With the development of the eighth curriculum reform, teachers are encouraged to break the original, stylized understanding paradigm to reconstruct and create curriculum, which has certain positive significance. But the problem caused by overcorrection is also a phenomenon worthy of attention. Teachers worship the subjectivity of curriculum understanding and forget the objectivity of curriculum understanding. Even, many teachers go to constructivism to understand "one-sided", and ignore the objective dimension of education and teaching. In view of this problem, it is necessary to reflect on the current teachers' curriculum understanding on the basis of analyzing the subjective problems of teachers' curriculum understanding in primary and secondary schools, and to construct a dialectical, objective and subjective view of teachers' curriculum understanding. This paper mainly adopts the literature research method and the case analysis method, aiming at the present situation and problems of the primary and secondary school teachers' curriculum understanding, constructs the subjectivity of the teachers' curriculum understanding, and advocates a kind of appropriate teachers' curriculum understanding: first, This paper examines the subjective problems existing in Chinese primary and secondary school teachers' curriculum understanding from the four levels of teachers' understanding of curriculum concept, content, implementation and evaluation, and makes a rational consideration of these subjective problems. This paper analyzes the causes of the subjective problem of teachers' curriculum understanding from four aspects: ability, mode and support, and points out the crux of the subjective problem of curriculum understanding. This paper puts forward the countermeasures to solve the subjective problem of teachers' curriculum understanding from three aspects: the management standard of school and the fusion of various understanding horizons. Among them, the internal quality level is the reverse of teachers' curriculum understanding, the management standard level is the external exhortation of teachers' curriculum understanding, and the horizon integration level is the cooperation between teachers' curriculum understanding subjects. On the basis of reflection on the subjectivity of curriculum understanding of primary and secondary school teachers, the paper advocates appropriate curriculum understanding. This is not only conducive to correcting the course understanding of primary and secondary school teachers in China, but also to solving some practical understanding problems, so as to improve the understanding level of primary and secondary school teachers.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.3

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