教师课程创生的缘起、涵义与价值  

Teacher’s Curriculum Enactment: Origin, Connotation and Value

作　　者：李小红[1] 

机构地区：[1]北京师范大学科学教育研究中心,北京100875

出　　处：《教师教育研究》2005年第4期24-28,23,共6页Teacher Education Research

摘　　要：“教师的课程创生”源于但又超越“课程实施的创生”。它主张作为课程主体的教师自觉地主动地变革课程的各要素以达到促进课程完善、教师成长和学生发展的目的;强调教师在整个课程运作过程中都应该充分发挥主体性和创造性;具有自觉性、批判性、全程性和持续性等特征。倡导和认可“教师的课程创生”这一命题,将使:我们的课程观念由单一封闭静止转向多元开放和动态建构;教师的课程角色由忠实执行者转向反思性建构者;课程运作的价值取向由追求技术理性转向追求实践理性和解放理性。Teacher＇s curriculum enactment （TCE） is derived from and beyond the enactment of curriculum implementation. It is argued that teachers, as the subject of curriculum, consciously and actively make change of all elements of curriculum so as to promote the perfection of curriculum and the development of teacher and student. It is emphasized that in the process of curriculum implementation teacher should bring into play subjective initiative and creativity, should be characterized by be conscious, critical, all through and persistent etc. The advocacy of TCE will make our concept on curriculum open and dynamic, make teacher＇s role reflective, make the value orientation of curriculum implementation practical and emancipatory.

关 键 词：教师 课程创生 课程实施的创生 

分 类 号：G423.04[文化科学—课程与教学论]