论教师的课程决策权力  

On Teacher’s Power of Curriculum Decision-making

作　　者：丁念金[1] 

机构地区：[1]上海师范大学教育学院

出　　处：《课程．教材．教法》2010年第7期3-8,共6页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学研究项目基金资助项目《校本课程决策研究》(项目批准号为09YJA880086)的研究成果之一

摘　　要：教师应该享有一定的课程决策权力。教师之所以应享有课程决策权力,基于以下四点考虑：课程决策的性质;教师应有的形象;中国课程决策的传统;西方课程决策权的历史变化。教师的课程决策权力主要是由三方面构成,即参与国家课程和地方课程的决策,参与校本课程决策,以及参与学校课程统整的决策。教师课程决策权力的有效性保障主要包括机制保障、素质保障和资源保障。Teachers should have considerable power of curriculum decision-making. This is on the basis of the following aspects： the nature of curriculum decision-making; the teachers＇ proper image; the Chinese tradition of curriculum decision-making; the historical changes of curriculum decisionmaking power in the West. Teachers＇ curriculum decision-making power is composed of the following aspects： participating in the decision of national and local curriculum; participating in school-based curriculum decision-making as major decision-maker; participating in curriculum decision-making as major decision-maker in the synthesis of school curriculum. The effective guarantee of teachers＇ curriculum decision-making power include mechanism guarantee, quality guarantee, resource guarantee.

关 键 词：教师 课程决策 课程决策权力 

分 类 号：G423.07[文化科学—课程与教学论]