论教师参与课程审议

发布时间：2018-01-15 03:09

本文关键词：论教师参与课程审议　出处：《信阳师范学院》2016年硕士论文　论文类型：学位论文

【摘要】：课程审议是由美国教育学家、实践性课程理论专家施瓦布(J. J. Schwab)率先提出的。施瓦布认为“课程审议”应该作为一种课程开发的实践方法,将课程专家、教师、学生以及社会人员等连接起来,充分以集结群体智慧的方式来共同参与到课程开发中并解决一系列的课程开发实践问题。无独有偶,我国《基础教育课程改革纲要(试行)》第十九条有明确规定：“基础教育课程改革必须坚持民主参与、科学决策的原则,积极鼓励高等学校、科研院所的专家、学者和中小学教师投身中小学课程教材改革……建立教育部门、家长以及社会各界有效参与课程建设和学校管理的制度”。它所展示的信息是：让一切可利用的社会资源都投身参与到课改当中,才能保证课改的民主和科学。那么作为资源之一的教师,除了传统意义上实施、执行,我们是否可以挖掘出其他更有效的,能够促进教师深度融入到课改洪流中的途径和方法?本研究将从如下七个部分对教师如何深度参与到课程审议中进行了较为系统和深入的探索与讨论。第一部分是引言。本部分阐述了选题缘由、选题意义、研究目的以及研究内容。并对国内外当前与课程审议相关研究进行综述和梳理。此外,还对本研究的研究思路以及研究方法进行了详细的论述。第二部分是对课程审议相关概念、教师深度参与课程审议的主要特点,以及教师参与到课程审议的哲学、教育学、心理学等理论基础等方面进行研究。第三部分涉及到关于教师深度参与到课程审议中的主要问题探究,如：教师深度参与到课程审议中的基本要素、参与方式、参与内容等具体相关的问题。第四部分为核心研究部分,对教师深度参与到课程审议中的“三维构架”、“双螺旋”时间结构以及“四阶段”心理结构等三大组成结构设计以及参与流程的研究。第五部分是分别从政治、经济、文化、制度、策略等宏观角度以及从专家、教师、学生、学校、校长等微观角度对教师深度参与课程审议合法性路径进行探讨。第六部分对教师参与课程审议的影响因素以及完善策略和建议进行分析。第七部分是结语。对本研究存在的创新以及不足之处就行总结,同时研究者结合自身以及研究过程进行了自我反思。
[Abstract]:Curriculum review is conducted by American educators. The practical curriculum theory expert, J. J. Schwab. was the first to put forward. Schwab thought that "curriculum review" should be regarded as a practical method of curriculum development, curriculum experts, teachers. Students and social personnel are connected to each other to participate in curriculum development and solve a series of practical problems of curriculum development in the way of collective wisdom. Article 19th of the outline of basic Education Curriculum Reform in China has clear provisions: "basic education curriculum reform must adhere to the principles of democratic participation, scientific decision-making, and actively encourage institutions of higher learning." Experts, scholars and primary and secondary school teachers from scientific research institutes have devoted themselves to the reform of curriculum teaching materials in primary and secondary schools. Parents and all sectors of society participate effectively in the curriculum construction and school management system ". Its message is: let all available social resources participate in the curriculum reform. Then as one of the resources teachers, in addition to the traditional sense of implementation, implementation, we can explore other more effective. The ways and methods that can promote teachers' deep integration into the flood of curriculum reform? This study will be from the following seven parts of how teachers deeply participate in the curriculum review and in-depth exploration and discussion. The first part is the introduction. This part describes the reason of the topic and the significance of the topic. The purpose and content of the research. And domestic and foreign current and curriculum review related research were summarized and combed. In addition. The second part is about the related concepts of curriculum review and the main characteristics of teachers' in-depth participation in curriculum review. As well as the theoretical basis of teachers' participation in curriculum review, such as philosophy, pedagogy, psychology, etc. The third part deals with the main problems of teachers' deep participation in curriculum review. Such as: teachers deeply involved in the basic elements of curriculum review, participation methods, participation content and other specific related issues. 4th is the core research part. The "three-dimensional framework" in which teachers are deeply involved in the curriculum review. The "double helix" time structure and the "four-stage" psychological structure are the three major components of the design and participation process. 5th part is from the political, economic, cultural, institutional. Strategies and other macro perspectives from experts, teachers, students, schools. Part 6th analyzes the influencing factors of teachers' participation in curriculum review, as well as the strategies and suggestions for improvement. Part 7th is the conclusion. The existing innovations and shortcomings of the study can be summarized. At the same time, the researchers reflect on themselves and the research process.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G632.3

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