教学自由的意蕴及其实现  

On the Implication and Realization of Teaching Freedom

作　　者：李丽[1] 罗祖兵[1] 

机构地区：[1]华中师范大学教育学院

出　　处：《当代教育论坛》2012年第4期91-96,共6页forum on contemporary education

基　　金：华中师范大学湖北省基础教育研究中心"启航"项目自主科研课题"中小学校长课程领导力研究";湖北省教育科学"十一五"规划2010年度课题"生成性思维视域下教学模式创新研究"(课题编号:2010B087)研究成果之一

摘　　要：教学自由是教师拥有的在教学过程中进行自主教学的行为空间。教学自由要体现教师的意志,但同时教师要承担相应的教学责任,它并非不要限制。对于教师而言,教学自由之所以有存在的必要,因为它是教师进行教学创新的前提,是教师教育智慧产生的条件,是教学美创生的基石。教师教学自由的实现,需要让课程真正回归教师,同时教师要追求教学理性以及追求自我认同。Teaching freedom is the behavior space which teacher possesses in the process of teaching to teach indepengdently.Teaching freedom must embody the will of teacher,meanwhile,the teacher should undertake teaching responsibility correspondingly.It doesn't refer to have no limits.Teaching freedom is neccessary for teacher because of the following three points.It's the prerequisite of innovative teaching,the essential formation condition of educational wisdom and the cornerstone of beauty of teaching.This paper proposed three ways for teacher to gain teaching freedom.First of all,make sure that the curriculum return to teacher indeed.Meanwhile,teacher is supposed to pursue teaching rationality and seek self-identity.

关 键 词：自由 教学自由 创新 教育智慧 

分 类 号：G424[文化科学—课程与教学论]