教师之课程身份:一个尚需深入研究的课题  

The Teachers' Curriculum Identity: An Issue Needs Further Study

作　　者：黄小莲[1] 

机构地区：[1]杭州师范大学初等教育学院,浙江杭州310036

出　　处：《教师教育研究》2011年第4期33-37,共5页Teacher Education Research

基　　金：浙江省教师教育项目(200912)

摘　　要：在不同的研究视域与课程改革中,教师被赋予"课程执行者"、"课程实践审议开发者"、"课程研究者"、"课程决策者"、"课程意义建构者"、"课程创生者"等多种角色。这些外在的角色规约不一定获得教师的内在认同,教师之课程身份是一个仍需加以关注和研究的课题。In different studies and curriculum reform, teachers have been viewed such as ＂the curriculum implementers＂, ＂the practical curriculum developers＂, ＂the curriculum researehers＂, ＂the curriculum decision-makers＂, ＂the curriculum meaning builders＂ or ＂the curriculum enactment＂, and so on. But these external roles may not be perceived by teachers, the teachers＇ curriculum identity is still need attention and study.

关 键 词：课程实施 课程角色 课程身份 

分 类 号：G423[文化科学—课程与教学论]