教师课程理解：现实问题与应然取向  

Teachers＇ Curriculum Understanding： Realistic Problem and Evaluative Orientation

作　　者：李树军[1] 

机构地区：[1]临沂师范学院教育科学学院,临沂276005

出　　处：《复印报刊资料（中小学教育）》2009年第10期47-49,共3页

摘　　要：教师课程理解是课程意义生成的必要条件，是教师进行有效课程实施的重要前提，也是教师个体精神和生存意义建构的重要途径。在我国课程实践中，教师的课程理解存在对象狭窄化、取向极端化和角色对立化等问题，影响了课程实施的效果。我国新课程改革需要的课程理解取向是教师从生存视角对课程精神进行忠实理解。Curriculum understanding means an activity in which teachers and curriculum communicate with each other, interact and then result in symbiosis significance when they meet in particular time and situation. Teachers＇ curriculum understanding is the necessary condition of curriculum significance generation, is an important premise for teachers to implement curriculum effectively, and also is the important means to construct teachers＇ spirit and existing significance. In China, there are some problems in teachers＇ curriculum understanding, such as narrowing the curriculum range, extreme orientation in understanding, and making teachers opposite to the curriculum, which influence the efficiency of curriculum implementation. The curriculum understanding orientation needed by our new curriculum reform is： teachers should understand curriculum spirit with fidelity from the perspective of existence.

关 键 词：课程理解 课程改革 

分 类 号：G423[文化科学—课程与教学论] G451.6[文化科学—教育学]