论学校课程管理的科层模式与专业模式  

On the Stratified Model and Professional Model of Curriculum Management

作　　者：杨中枢[1] 郑学燕[2] 

机构地区：[1]西北师范大学教育学院,甘肃兰州730070 [2]兰州城市学院教育系,甘肃兰州730070

出　　处：《西北师大学报（社会科学版）》2006年第6期35-38,共4页Journal of Northwest Normal University(Social Sciences)

摘　　要：科层模式与专业模式是学校课程管理的两种取向。学校课程管理的科层模式很大程度上限制了教师主动性和创造性的发挥,忽视了学校中人际间情感交流的重要性,不利于教师之间的协作。学校课程管理的专业模式倡导课程管理结构的扁平化,强调柔性管理,具有关注学生的全面发展、重视教师的专业自主权等优势。尽管教师专业素质和能力以及与学校科层结构的冲突可能成为推行学校课程管理专业模式的难题,但专业模式仍是我国中小学学校课程管理的主要选择。There are two orientations of school curriculum management： stratified model and professional model. The former constrains the initiative and creativity of teachers, overlooks the significance of affective communication and undermines the cooperation between teachers. The latter emphasizes the flattening of curriculum management construction and flexible management, thus takes the advantages of focusing upon the overall development of students and professional autonomy of teachers. Although the implementation of the professional model falls into a dilemma due to the disparities between teachers＇ professionalism and stratified construction of school, it remains to be the major model in current primary and high schools.

关 键 词：基础教育 课程改革 课程管理 学校课程管理 

分 类 号：G423.06[文化科学—课程与教学论]