课程决策与教师专业能力发展  

Curriculum Decision-making and Development of Teachers’ Professional Competence

作　　者：张廷凯[1] 

机构地区：[1]课程教材研究所课程研究室

出　　处：《课程．教材．教法》2009年第2期3-7,共5页Curriculum，Teaching Material and Method

摘　　要：课程改革赋予教师有限的课程决策权，但教师在行使课程决策权时，往往会对课程决策形成三种态度（阻抗、彷徨和接受），同时会遇到困难和困惑。教师在课程决策过程中遇到的主要问题和困难是：自身所处环境缺乏课程决策的文化氛围，对课程决策的理解有偏差，缺少课程决策的经验和训练，教师课程专业能力无法满足课程决策的需要等。教师作为一个课程决策者需要提高自身专业能力，急切需要从以下方面着手：课程管理能力，课程实施能力，课程评价能力，课程资源整合利用能力，即时信息处理反馈能力等。Teachers are authorized to make decisions in the curriculum reform, but they usually come up with difficulties and confusions when making such decisions. Generally, teachers＇ attitudes toward curriculum decision-making can be divided into three categories, resistance, hesitation and acceptance. The major problems in the process of decision-making are the lack of cultural atmosphere of curriculum decision-making in the environment they have, the misunderstanding of curriculum decision-making, the lack of the experience and training in curriculum decision-making, teachers＇ insufficient professional competence in curriculum decision-making, etc. As a curriculum decisionmaker, a teacher must improve their professional competence in the following aspects： curriculum management, curriculum implementation, curriculum evaluation, integration and utilization of curriculum resources, handling and feedback of instant information, etc.

关 键 词：课程决策 教师专业能力 

分 类 号：G423.07[文化科学—课程与教学论]