课程创生:中小学教师主体性的自我确证  

Curriculum Enactment is the Self-Assurance of Elementary and Secondary School Teacher’s Subjectivity

作　　者：周险峰[1] 李小红[2] 

机构地区：[1]湖南科技大学教育学院,湖南湘潭411201 [2]北京师范大学教育学部,北京100075

出　　处：《湖南师范大学教育科学学报》2010年第4期68-70,共3页Journal of Educational Science of Hunan Normal University

基　　金：全国教育科学"十一.五"规划项目[FAB080530];中国博士后基金项目[20070420313]

摘　　要：课程创生是当代课程改革的重要理念。这一理念的产生是对历次课程改革效果不佳的原因深层反思的结果。该理念提出的实质是确立教师的课程主体地位。但教师课程主体地位的确立从根本上而言需要教师的课程主体意识和能力的提升。而这种主体意识和能力提升的有效途径实际上就是课程创生实践自身。As a reflection on results of the historical curriculum reform,curriculum enactment becomes an important idea of the present curriculum reform in China. In fact,curriculum enactment accepts the teacher as curriculum subject in the curriculum reform. The teachers in elementary and secondary schools must promote their curriculum consciousness and ability in the practice of curriculum enactment to assure their subjectivity.

关 键 词：课程创生 主体 确证 

分 类 号：G635[文化科学—教育学]