教师的课程观研究

发布时间：2018-08-21 14:39

【摘要】：综观国内外的课程观研究,多数研究都只是采用单一的研究取向来探讨教师课程观,而对影响它形成的主要因素及形成归因却很少涉猎,于是也就不能对教师课程观的整体样态形成一种全观的认识。因此,本研究采用量化研究与质化研究相结合的研究取向,来探查我国中小学教师课程观的存在质态。首先,以立意取样的方式,采用自编的“教师课程观的调查问卷”对我国东部、中部及西部区域的17个省(市、自治区)的1700位中小学教师为研究对象,调查教师课程观的分布样态、构成及特点,并对各种变量的特点进行比较分析；其次,采用半结构访谈方式对选取的10位中小学教师进行深度访谈,在访谈获取的原始资料上运用扎根理论原理进行概念抽绎并分析比较。研究显示,其一,中小学教师在性别、教龄、学校类型、地区(城市与乡镇)、职务、学历、学科、区域(东部、中部与西部)等统计变量上,以及参与教研活动、教师培训次数的不同,其课程观都存在着程度不同的差异。中小学教师最重视生态整合取向,其次为技术理性主义取向、人文主义取向、社会责任取向、折中主义取向、学术理性主义取向。尽管教师最认同生态整合取向,但也不排斥其它五种取向,表明了教师课程观中存在着“后设取向”的特点。其二,影响教师课程观形成的共性因素归要为教师、教材、学生、制度、环境等五个层面；不同教龄的教师的课程观在专业生涯的不同阶段,其存在样态也具有差异,并随着个体与环境的动态持续交互而逐步形成稳定的课程信念,呈现出了一定的脉络性特征。在量化研究方面,本研究发现与先前的一些国外研究结果存有较大区隔,表明了不同的历史文化及社会脉络对教师课程观的存在质态具有决定性的影响,彰显了我国中小学教师课程观的历史性、独特性和境遇性。我国课程改革在一定程度上影响了中小学教师课程观的存在形态。但是,课程观在实践转化中出现了种种问题与现象,原因在于长期积淀的社会文化心理格度的钳制；在于教师的前在课程信念的固着性与独特性；在于课程改革对课程观的意涵并未进行明确诠释,只是隐含在其倡导的课程理念、思想及理论中。由是,人们在课程观转型的主题上也就不能达成共识,并呈现出众说纷呈的态势。共识的缺失也就不能实现以核心价值为中心的价值理性组合；而缺少核心价值的导范,也就不可避免地导致众多一线教师对课程观的理解偏差与行为失范。因此,发展性课程观是在批判传统课程中根深蒂固的、至今仍存在于现实课程活动中的观念和行为,以及人与课程之时代发展走向的基础上提出的,是课程观转型的时代主题。发展性课程观以马克思的人类解放理论为理据,它的核心质素是教化个体与改良社会,而教化的目的在于促进个体的全面发展与个性化成长,进而促成社会发展。构筑发展性课程观的互动、共生及再造的实践机制,廓清其运演的机理,以激发个体的生命自觉、构筑和谐的课程生态、实现个体生命的超越,这是课程价值取向及人的发展的必然选择。
[Abstract]:Looking at the research of curriculum outlook at home and abroad, most of the studies only adopt a single research orientation to explore teachers'curriculum outlook, but seldom involve the main factors and attributions that affect its formation, so it is impossible to form a comprehensive understanding of the overall pattern of teachers' curriculum outlook. First of all, by means of purposeful sampling, 1700 teachers from 17 provinces (cities, autonomous regions) in eastern, central and western regions of China were investigated by using the self-compiled questionnaire on teachers'curriculum outlook. Secondly, using semi-structured interviews to conduct in-depth interviews with the selected 10 primary and secondary school teachers, using the grounded theory to analyze and compare the original data. The research shows that, first, primary and secondary school teachers in gender, teaching. In terms of age, school type, region (city and town), position, educational background, discipline, region (east, middle and west), participation in teaching and research activities and teacher training times, the curriculum outlook varies to varying degrees. The orientation, the orientation of social responsibility, the orientation of eclecticism and the orientation of academic rationalism indicate that there are five other orientations in teachers'view of curriculum. Secondly, the common factors affecting the formation of teachers' view of curriculum are teachers, textbooks, students, systems and environment. There are five levels of contexts; teachers of different teaching ages have different curriculum concepts at different stages of their professional career, and they gradually form stable curriculum beliefs with the dynamic and continuous interaction between individuals and the environment, showing certain characteristics of context. The results show that different historical cultures and social contexts have decisive influence on the existence of teachers'curriculum outlook, and highlight the historicity, uniqueness and circumstances of teachers' curriculum outlook in primary and secondary schools in China.
The curriculum reform of our country has affected the existing form of the curriculum view of the primary and middle school teachers to a certain extent. However, there are various problems and phenomena in the practice transformation of the curriculum view. The reasons lie in the restraint of the long-term accumulation of social, cultural and psychological qualifications; the firmness and uniqueness of the teachers'pre-curriculum beliefs; and the curriculum reform on the course. The connotation of Cheng Guan has not been clearly explained, but is implied in the curriculum idea, thought and theory advocated by him. The guiding norm of value inevitably leads to the misunderstanding and misconduct of many front-line teachers on curriculum view. Therefore, the developmental curriculum view is proposed on the basis of criticizing the concepts and behaviors deeply rooted in the traditional curriculum and still existing in the real curriculum activities, as well as the development trend of the times between people and curriculum. Based on Marx's theory of human emancipation, the core quality of developmental curriculum is to educate individuals and improve society. The purpose of enlightenment is to promote the overall and individualized development of individuals, and then to promote social development. It is an inevitable choice for curriculum value orientation and human development to clarify the mechanism of its operation and performance so as to stimulate individual life consciousness, Construct Harmonious Curriculum ecology and realize individual life transcendence.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G423

【引证文献】