教师课程决策本性的文化分析  

A Cultural Analysis of the Nature of the Teacher Participation in Curriculum Decision-Making

作　　者：何巧艳[1] 黄甫全[1] 

机构地区：[1]华南师范大学现代教育研究与开发中心,广东广州510631

出　　处：《西北师大学报（社会科学版）》2009年第5期119-124,共6页Journal of Northwest Normal University(Social Sciences)

摘　　要：立足于新课程改革背景下新建立的"三级分权"型课程体制,通过梳理已有中外文献,尝试对歧义颇多的教师课程决策进行再定义,继而从"意识"和"微观权力"的后现代哲学观点出发,阐述了教师课程决策的群体意向性和个体意向性。Based on the newly built curriculum decision--making system of ＂ three levels of the power-- sharing ＂ under the new curriculum reform in China's Mainland, this paper, reviewing the existing literatures at home and abroad, redefines the concept of teacher participation in curriculum decision-- making, which is full of ambiguity, and discusses the group arid the individual intention of the teacher participation in curriculum decision--making respectiveiy from the viewpoints of the ＂ consciousness＂ and the ＂ micro--power＂ of the post--modern philosophy.

关 键 词：教师课程决策 意识 权力 

分 类 号：G423[文化科学—课程与教学论]