教师课程创生的合理性辩护  

In Defense of the Rationality of Teacher's Curriculum Enactment

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》2006年第1期24-28,共5页Teacher Education Research

摘　　要：“教师课程创生”这一命题意在回答“教师与课程的内在关系”。文章从历史、现实和逻辑三个维度阐释了其合理性。从历史审视,美国新课程改革运动的失败给我们的启示之一就是只有教师作为主体并创造性地参与课程发展,课程改革才能成功地推进。从现实考察,教师的课程创生是我国新课改的重要理念和迫切需要。从逻辑分析,无论是为了弥补国家课程固有的局限性、适应我国教育发展不均衡性和课程实践境域性的特征,还是为了实现学生的个性化发展和促进教师自身的专业成长,都要求教师进行课程创生。Teacher＇s curriculum enactment （TCE） intends to explain the intrinsic relationship between the teacher and curriculum. This article describes its rationality from three perspectives of history, reality and logic. From historical perspective, one of revelations brought by the failure of new curriculum reform in America is that only when teacher becomes the subject and take part in curriculum development creatively, does curriculum reform advance successfully. From realistic perspective, TCE is the important ideal and imperative necd of our new curriculum reform. From logical analysis, whether it is to make up for the intrinsic limits of national curriculum, to adapt to imbalance of our educational development and contextualization of curriculum practice, or to accomplish students＇ individualized development and facilitate teacher＇s professional development, it is necessary for teachers to enact curriculum.

关 键 词：教师 课程创生 合理性 

分 类 号：G423[文化科学—课程与教学论]