赋权增能:教师课程参与的保障——美国教师“赋权增能”策略及启示  

Teacher Empowerment:A Guarantee for Teacher Involvement in Curriculum—The Strategy of "Teacher Empowerment" in America and Its Inspiration

作　　者：陈蓉辉[1] 马云鹏[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《外国教育研究》2008年第2期17-21,共5页Studies in Foreign Education

摘　　要：20世纪80年代中期,美国教育改革"第二次浪潮"在追求教师"专业化"、强调通过增强教师的力量来提高教学专业化水平,以实现学校教育改进的过程中,"教师赋权增能"成为人们普遍关注的问题。当前,关于"教师课程主体性"、"教师课程参与"、"教师课程决策"等问题已成为我国课程研究领域关注的重点,而发挥教师课程主体性的前提应该是教师"赋权增能"。At the middle of the 1980s,＂The second tide＂ of American educational reform focused on improving school education by pursuing teacher professional development and enforcing teachers＂ strength as to improve professional level of instruction. So ＂teacher empowerment＂ became widely concerned in the course of school education improvement. In current China, ＂subjectivity of teachers in curriculum＂ , ＂teachers involvement in curriculum ＂ and ＂teachers＂ decision making＂ have become important issues of curriculum research,but the premise of teachers＂ active and effective involvement in curriculum is ＂teacher empowerment＂.

关 键 词：美国 教师 赋权增能 课程参与 

分 类 号：G451.2[文化科学—教育学]