教师课程理解中的自我关怀
发布时间：2018-07-14 10:28
【摘要】： 理解是人存在的根本方式,个体通过理解确定生活的目的,选择发展的策略,建构人生的意义。在教师的世界中,课程占据着很大的时空,在课程的领域里,教师扮演着关键的角色。教师与课程犹如一对形影不离的伴侣,彼此依存,相辅相成。教师对课程的理解不仅影响着课程功能的发挥,也影响着教师自我的发展,教师课程理解问题已经成为课程研究关注的热点。然而,已有研究大都着眼于课程改革实践的需要,倾向于从教师之外寻找教师课程理解的意义和方略。本研究则努力彰显课程理解对教师自我提高和自我实现的价值,探讨教师如何通过对课程的理解,实现有效课程实施与充分自我发展的和谐统一,为课程改革的推进与教师生命意义的提升创造条件。 理解是人的一项基本心理活动,对教师课程理解进行研究,除了对基础理论的文献分析以外,还需采用观察、访谈和内省等方法,做到尽量全面真实地了解情况。通过对作者自我教师角色的自觉观察与反省,加之对数十位教师进行的实地观察、深度交流和访谈,同时参阅大量一线教师的教学日志、自我反思和教育叙事,发现课程理解不是教师对课程的单方面支配与利用,也不是教师对课程的简单服从与执行,而是教师与课程在特定时空中相互作用,彼此对话、交流,从而共生意义的活动,教师的课程理解是融合了教师自我生命体验与感悟的理解,是为了获得最大程度的自我实现的理解。 对于教师而言,课程理解不仅是他的工作,也是其生活与生命的组成部分,是教师自我存在的重要舞台。然而,在目前的教师课程理解中,还有相当一部分教师是自我缺席的,或者自我在场仅仅处于一种无意识的自发状态。教师要理解自我,并通过自己的课程实践发展自我,就需要理解课程,并借助于对“自我课程理解”的反思来发现和认同自我。 教师处于不同的专业发展阶段,具有不同的自我意识状态,在课程理解时也存在着自我生存为本、教学为本和自我实现为本等不同的理解取向。前两种取向容易导致教师与课程的机械分离,而自我实现为本的课程理解则是融入了教师自我发展追求的生命化理解,是积极主动的、具有可持续性的理解。这种理解是一个没有终点的恒久过程,其基本机制包括五个在循环中螺旋上升的环节:课程实践的困惑与冲突、获得新观念的机遇、改进课程理解并实现自我和谐、课程理解中的新问题与困惑、主动探究,深入理解。 在实现的课程领域,由于制度化教育形态与技术理性等的消极影响,教师与课程的关系时常处于一种貌合神离的状态。但是,随着人们课程观、教师观的变化和课程实践的不断发展,教师与课程的融合成为必然。在这种融合关系中,教师与课程彼此渗透,教师是课程的代言人甚至课程本身,课程也成为教师生活与精神的反映。通过教师的理解,课程由静态的文本转化为活的经验,具有了现实意义,同时,课程也成为展现和延续教师生命价值和意义的载体。教师与课程的这种融合关系直接引导教师在争取积极自由的基础上获得最大程度的自我实现,而这正是教师课程理解有望达到的理想状态。 对教师的课程理解进行合理评判是促进和引领教师走向理想的重要措施。鉴于教师课程理解活动突出的自我内在体验性特点,在所有的评判中,教师的自我评判具有优先性。评判教师的课程理解最根本的是看教师是否在现有的课程条件下最大限度地促进了自我发展和自我实现。同时,为了避免自我评判的偏差和兼顾教师课程理解的公共价值,在确定评判标准时应该坚持自在与他在统一、共性与个性统一和动态多样的基本原则。 怀抱理想,脚踏实地,促进和提高教师的课程理解需要一点点做起。针对传统课程文化的负面影响和现有课程环境中的具体问题,我们一方面要激发教师课程理解的内外动力,另一方面要切实为教师的课程理解赋权增能,使教师能够在自主、自律和充满创造的专业生活中,主动树立教育理想,深刻理解课程,在不断创新实践的过程中,充分体验成就感和生命的意义与自由,不断发掘自身潜能,实现自我。
[Abstract]:Understanding is the fundamental way of human existence. The individual determines the purpose of life by understanding, chooses the strategy of development, and constructs the meaning of life. In the teacher's world, the curriculum occupies a great time and space. In the field of curriculum, teachers play a key role. Teachers and courses are like a pair of inseparable partners, dependent and complementary to each other. The understanding of teachers' understanding of curriculum not only affects the function of curriculum, but also affects the development of teachers' self. The problem of teacher curriculum understanding has become the focus of curriculum research. However, most of the existing studies have focused on the needs of the practice of curriculum reform and tend to find the meaning and strategy of teachers' curriculum understanding from outside the teachers. It tries to highlight the value of curriculum understanding to teachers' self improvement and self realization, and to explore how teachers realize the harmonious unity of effective curriculum implementation and full self development through understanding of the curriculum, and create conditions for the promotion of curriculum reform and the promotion of teachers' life significance.
Understanding is one of the basic psychological activities of a person. In addition to the literature analysis of the basic theory, it is necessary to use observation, interview and introspection to understand the situation as comprehensive and true as possible. Through the self-conscious observation and Introspection of the role of the author of the author, and the field of the ten teachers Observation, deep communication and interview, and reading a large number of teachers' teaching logs, self reflection and educational narration, found that the curriculum understanding is not the unilateral control and use of the curriculum, nor the simple obedience and execution of the curriculum, but the interaction, dialogue and communication between the teachers and the curriculum in a specific time and space. In the process of symbiotic significance, teachers' understanding of curriculum is the integration of the understanding of teachers' self life experience and perception, in order to achieve the greatest degree of understanding of self realization.
For teachers, curriculum understanding is not only his work, but also the part of life and life. It is an important stage for teachers' self existence. However, in the current understanding of teachers' curriculum, a considerable number of teachers are absent from themselves, or the self presence is only in an unconscious spontaneous state. Teachers need to understand themselves. And through their own curriculum practice to develop themselves, we need to understand the curriculum and find out and identify themselves with the help of reflection on "self curriculum understanding".
Teachers are in different stages of professional development and have different state of self consciousness. In the course of curriculum understanding, there are self existence, teaching and self realization. The first two orientations can easily lead to the mechanical separation of teachers from the curriculum. The life oriented understanding I pursue is a proactive, sustainable understanding. This understanding is an enduring process without end. Its basic mechanism includes five spiral steps in the cycle: the confusion and conflict of the curriculum practice, the opportunity to get new ideas, the improvement of the curriculum understanding and the realization of self harmony, and the understanding of the curriculum. New problems and puzzles in China, explore and understand deeply.
Due to the negative influence of institutionalized education form and technical rationality in the field of curriculum, the relationship between teachers and curriculum is often in a state of appearance. However, with the view of the curriculum, the change of teachers' view and the continuous development of the curriculum practice, the integration of teachers and curriculum is inevitable. Curricula infiltrate each other, teachers are the spokesmen and even the curriculum itself, and the curriculum also reflects the life and spirit of teachers. Through the understanding of the teachers, the curriculum is transformed from static text to living experience, which has practical significance. At the same time, the curriculum also becomes the carrier to show and continue the value and significance of the teacher's life. The relationship of integration directly guides teachers to achieve the greatest degree of self realization on the basis of seeking positive freedom, which is the ideal state of teachers' curriculum understanding.
The rational evaluation of teachers' understanding of curriculum is an important measure to promote and lead the teacher to the ideal. In view of the inherent experience characteristic of the teacher's curriculum understanding, the teacher's self evaluation is a priority in all the judges. The most fundamental of the teacher's curriculum understanding is whether the teacher is in the existing curriculum. At the same time, in order to avoid the deviation of self judgment and to take into account the public value of the understanding of the teacher's curriculum, we should adhere to the basic principles of unity, unity, individuality and dynamic diversity in determining the criteria of judgment.
In view of the negative impact of the traditional curriculum culture and the specific problems in the existing curriculum environment, we should stimulate the internal and external motivation of the teacher's curriculum understanding, on the other hand, to empower the teachers' understanding of the curriculum on the other hand, and to enable the teachers to be able to do it. In the professional life of self-discipline, self-discipline and full of creative life, the ideal of education is set up actively, the curriculum is deeply understood. In the process of continuous innovation and practice, the sense of achievement and the meaning and freedom of life are fully experienced, and the potential and the realization of self are continuously excavated.
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G423
本文编号：2121356
[Abstract]:Understanding is the fundamental way of human existence. The individual determines the purpose of life by understanding, chooses the strategy of development, and constructs the meaning of life. In the teacher's world, the curriculum occupies a great time and space. In the field of curriculum, teachers play a key role. Teachers and courses are like a pair of inseparable partners, dependent and complementary to each other. The understanding of teachers' understanding of curriculum not only affects the function of curriculum, but also affects the development of teachers' self. The problem of teacher curriculum understanding has become the focus of curriculum research. However, most of the existing studies have focused on the needs of the practice of curriculum reform and tend to find the meaning and strategy of teachers' curriculum understanding from outside the teachers. It tries to highlight the value of curriculum understanding to teachers' self improvement and self realization, and to explore how teachers realize the harmonious unity of effective curriculum implementation and full self development through understanding of the curriculum, and create conditions for the promotion of curriculum reform and the promotion of teachers' life significance.
Understanding is one of the basic psychological activities of a person. In addition to the literature analysis of the basic theory, it is necessary to use observation, interview and introspection to understand the situation as comprehensive and true as possible. Through the self-conscious observation and Introspection of the role of the author of the author, and the field of the ten teachers Observation, deep communication and interview, and reading a large number of teachers' teaching logs, self reflection and educational narration, found that the curriculum understanding is not the unilateral control and use of the curriculum, nor the simple obedience and execution of the curriculum, but the interaction, dialogue and communication between the teachers and the curriculum in a specific time and space. In the process of symbiotic significance, teachers' understanding of curriculum is the integration of the understanding of teachers' self life experience and perception, in order to achieve the greatest degree of understanding of self realization.
For teachers, curriculum understanding is not only his work, but also the part of life and life. It is an important stage for teachers' self existence. However, in the current understanding of teachers' curriculum, a considerable number of teachers are absent from themselves, or the self presence is only in an unconscious spontaneous state. Teachers need to understand themselves. And through their own curriculum practice to develop themselves, we need to understand the curriculum and find out and identify themselves with the help of reflection on "self curriculum understanding".
Teachers are in different stages of professional development and have different state of self consciousness. In the course of curriculum understanding, there are self existence, teaching and self realization. The first two orientations can easily lead to the mechanical separation of teachers from the curriculum. The life oriented understanding I pursue is a proactive, sustainable understanding. This understanding is an enduring process without end. Its basic mechanism includes five spiral steps in the cycle: the confusion and conflict of the curriculum practice, the opportunity to get new ideas, the improvement of the curriculum understanding and the realization of self harmony, and the understanding of the curriculum. New problems and puzzles in China, explore and understand deeply.
Due to the negative influence of institutionalized education form and technical rationality in the field of curriculum, the relationship between teachers and curriculum is often in a state of appearance. However, with the view of the curriculum, the change of teachers' view and the continuous development of the curriculum practice, the integration of teachers and curriculum is inevitable. Curricula infiltrate each other, teachers are the spokesmen and even the curriculum itself, and the curriculum also reflects the life and spirit of teachers. Through the understanding of the teachers, the curriculum is transformed from static text to living experience, which has practical significance. At the same time, the curriculum also becomes the carrier to show and continue the value and significance of the teacher's life. The relationship of integration directly guides teachers to achieve the greatest degree of self realization on the basis of seeking positive freedom, which is the ideal state of teachers' curriculum understanding.
The rational evaluation of teachers' understanding of curriculum is an important measure to promote and lead the teacher to the ideal. In view of the inherent experience characteristic of the teacher's curriculum understanding, the teacher's self evaluation is a priority in all the judges. The most fundamental of the teacher's curriculum understanding is whether the teacher is in the existing curriculum. At the same time, in order to avoid the deviation of self judgment and to take into account the public value of the understanding of the teacher's curriculum, we should adhere to the basic principles of unity, unity, individuality and dynamic diversity in determining the criteria of judgment.
In view of the negative impact of the traditional curriculum culture and the specific problems in the existing curriculum environment, we should stimulate the internal and external motivation of the teacher's curriculum understanding, on the other hand, to empower the teachers' understanding of the curriculum on the other hand, and to enable the teachers to be able to do it. In the professional life of self-discipline, self-discipline and full of creative life, the ideal of education is set up actively, the curriculum is deeply understood. In the process of continuous innovation and practice, the sense of achievement and the meaning and freedom of life are fully experienced, and the potential and the realization of self are continuously excavated.
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G423
【引证文献】
相关期刊论文 前4条
1 樊红敏;;改进教学方法培养学生的创造性思维能力[J];中国科教创新导刊;2011年06期
2 廖圣河;;论教师课程的内涵、特点和意义[J];教育科学研究;2013年05期
3 马瑞娟;;课堂教学冲突研究[J];教学与管理;2013年21期
4 张攀;;创生式教师课程理解——新课程背景下教师课程解读新思路[J];教学月刊(中学版下);2010年10期
相关博士学位论文 前3条
1 郑爽;我国教师教育者开展自我研究的初步探索[D];首都师范大学;2011年
2 沈林;小学数学教师教科书解读的影响因素及调控策略研究[D];西南大学;2011年
3 王爱菊;走向主体间性的生存——教学冲突研究[D];山东师范大学;2010年
相关硕士学位论文 前8条
1 文欣;幼儿教师语言领域课程实施的个案研究[D];西南大学;2011年
2 张攀;农村教师课程理解的问题研究[D];杭州师范大学;2011年
3 徐松;教师课程理解现状调查研究[D];福建师范大学;2012年
4 江美菊;教师课程理解比较研究[D];福建师范大学;2012年
5 李巧玲;走向理解—哲学解释学视角下教师与课程关系研究[D];首都师范大学;2012年
6 高岩;教学过程冲突研究[D];内蒙古师范大学;2013年
7 亓燕敏;小学语文教师教科书解读的误区及对策研究[D];山东师范大学;2014年
8 孙雪菡;经验改造与自我理解：教师生命教育实践探索[D];首都师范大学;2014年
，本文编号：2121356
本文链接：https://www.wllwen.com/jiaoyulunwen/jsxd/2121356.html
