走向“自觉”的课程创生——教师课程创生素质的提升与学校课程文化氛围的创设  

From "Self-conducting" to "Self-conscious": Teacher's Actuality Pursuer in Curriculum Enactment

作　　者：沈建民[1,2] 

机构地区：[1]湖州师范学院教师教育学院 [2]杭州师范大学,硕士生导师湖州313000

出　　处：《教育发展研究》2011年第12期27-30,共4页Research in Educational Development

摘　　要：课程创生是基础教育新课程改革提出的新要求,但目前教师的课程创生仍处于"自为"状态,离"自觉"尚有距离。要使教师的课程创生从"自为"走向"自觉",完成从"应然"到"实然"的转变,从教师的角度来说,一是需要在观念层面上准确理解课程本质,二是需要在操作层面上创造性地进行课程运作;从学校的角度来说,则需要学校积极创设并形成以"探究、合作和平等对话"为基本特征的课程文化。Curriculum enactment is the necessary request for new curriculum, even the responsibility and mission of modern teachers. But recently, teacher＇s curriculum enactment is still in the situation of ＂self-conducting＂. In order to make teacher＇s curriculum enactment from ＂self-conducting＂ to ＂self-conscious＂, finish the transform from ＂ought to be＂ to ＂to be＂, which not only need teachers understand accurately the essence of curriculum in the idea aspect, and operate creatively curriculum in the operation aspect, but also need school create actively and to form the school＇s curriculum cuhure that based on the characteristics of ＂exploration, cooperation and equal dialogue＂.

关 键 词：课程创生 课程本质 课程运作 课程文化 

分 类 号：G423[文化科学—课程与教学论]