解释课程 自主发展——论课程与教师专业发展的关系  

Teachers' Independent Development by Interpreting the Curriculum——A Discussion of the Relationship between Curriculum and Teachers' Development

作　　者：朱智斌[1] 杨玲芳 

机构地区：[1]陕西师范大学教育学院,陕西西安710062 [2]江苏省溧阳市横涧中学,江苏溧阳213335

出　　处：《当代教师教育》2012年第2期33-37,共5页Contemporary Teacher Education

摘　　要：在解释学视阈下,课程是表征了大量意义的文本,拥有大量可解释的空间。教师作为课程实践的主体,结合个人知识和实践智慧,在理解和解释课程活动中彰显课程意义。在教学实践活动中,与课程产生"视界融合",结合学生实际,与学生协商,使课程意义得以生成。教师在生成多元课程意义的同时,也在实践反思中成长,在课程发展中主动提升和发展自我。Under the hermeneutic vision, curriculum is a text with rich meaning and a large space to interpret. As the host to practice curriculum, teachers unify the individual knowledge and practical wisdom, interpret curriculum in understanding and explanation of it, make clear the sense of curriculum. In teaching practice, teachers＇ point of view mingles the curriculum, meanwhile they consider the students＇ reality to build the real curriculum by consulting with students. During the construction of multi-dimensional sense of curriculum, teachers also develop in practice and reflection and develop themselves with curriculum development.

关 键 词：课程 解释课程 自主发展 

分 类 号：G451[文化科学—教育学]