后殖民批判教学法视野中的教师角色分析——以高中语文选修课教师为个案  

Teacher's Role in the Perspective of on Post-colonial Critical Pedagogy:A Case Study on Teachers Teaching Optional Course of High School

作　　者：张秋玲[1] 闫苹[1] 

机构地区：[1]北京师范大学文学院,北京100875

出　　处：《教师教育研究》2009年第6期34-40,共7页Teacher Education Research

摘　　要：后殖民批判教学法主张语文教师应放弃"专家式读者"和"权威性解读"的角色,转向课程教学的设计者、选择性学习的指导者和参与者、教学情境的创设者、课程资源的开发者。这是后殖民语境下对教师角色定位的全新阐释。The advocator of post-colonial critical pedagogy claims that teachers who teach Chinese would give up the role of ＂expert reader＂ and ＂authority who unscramble＂.Instead,they would be designers of curriculum and instruction,be leaders and participators of elective subject,be creators of teaching scenarios as well as developers of curriculum resource.This is the new ideas for the teacher＇s role in the special epistemology on teaching under the post-colonial context.

关 键 词：教师角色 后殖民性 批判教学法 

分 类 号：G635.1[文化科学—教育学]