转化型知识分子:教师在课程实施中的角色与实践  

On the Role and Practice of Teacher as a Transformal Intellectual in the Curriculum Implementation

作　　者：韩明[1] 王世伟[2] 

机构地区：[1]华南师范大学人事处,广州510631 [2]中山大学教育学院教科所,广州510275

出　　处：《教育发展研究》2010年第8期68-73,共6页Research in Educational Development

摘　　要：超越技术工人式的"教书匠",成为转化型知识分子,这是教师在教育教学,尤其是在课程实施中应该扮演的角色本文评述了转化型知识分子的含义,提出课程实施成为转化性实践的核心是教师进行以深度学习与群体对话为内涵的转化性学习教师对课程实施的转化可以分为两个阶段:第一阶段,教师要深入解读正式课程,恰当处理隐性课程、弥补悬缺课程;第二阶段,教师要采取批判教学策略来转化学生,要从辨证思维、批判性思维、可能性语言与师生平等对话等方面入手。Transcending the role of traditional pedagogue as a technician to become a transformal intellectual is the role that a teacher should play in the curriculum implementation. The article explains the connotation of the transfonnal intellectual and puts forward that the core for curriculum implementation becoming transformal practice is the teacher＇s transformal learning with deep learning and collaborative dialogue as the connotation. The process of transformation of curriculum implementation includes two phases： In phase one, the teacher should have a deep understanding of formal curriculum, deal with hidden curriculum and make up for null curriculum correctly. In phase two, the teacher should put the critical instructional theory into practice, transform students mainly from the four aspects： dialectical thinking, critical thinking, possible language, and equal dialogue between the teacher and student.

关 键 词：转化型知识分子 课程实施 

分 类 号：G451[文化科学—教育学]