教师“缺席”校本课程开发之原因分析  

The Analysis of The Teachers' Absence In the School-Based Curriculum Development

作　　者：姬兴龙[1] 王维臣[1] 

机构地区：[1]上海师范大学教育学院

出　　处：《现代教育论丛》2008年第3期70-73,共4页Modern Education Review

摘　　要：从理论走向实践,校本课程开发在我国已经历了六个年头。教师作为主要参与人员,对校本课程开发却采取了观望、逃避甚至是反对的态度。究其原因,造成这种态势的因素是多方面的,本文以学校、教师作为出发点,从内外两个角度进行了分析,尝试把其中最主要的八个因素梳理出来,即:教育评价方式的一元化;社会对学校畸形的期望值;校长的作用;对本校学生需求的分析;工作时间的限制;教师职称评价制度的压力;传统观念束缚、课程意识薄弱;课程开发能力的欠缺。From theory to practice,the school-based curriculum development has seen six years in China.As the key participant,teachers have been holding looker-on and evasive attitude,or even strongly opposed.With regard to this situation,there are a lot of negative factors.The paper will take school and teacher as the starting point,analyzing it from the point of view of both the inside and outside,and try to sort the eight most important factors out as following:the singularity of education evaluation methods;malformed expectations of the society on the school;the principal's role;the analysis of students' demand;the constraints of the work time;the pressure of the teachers' title evaluation system;the bondage of traditional concept,weak awareness of the courses;and the lack of the curriculum development capacity

关 键 词：校本课程开发 教师 缺席 原因分析 

分 类 号：G423[文化科学—课程与教学论]