从课程开发到课程领导:高职教师项目课程实施策略探索  

Professional Development Practices for Higher Vocational College Teachers:From Project-Based Curriculum Participant to Curriculum Leader

作　　者：张宏博[1] 

机构地区：[1]广州番禺职业技术学院财经系,广东广州511483

出　　处：《广州职业教育论坛》2013年第4期5-8,共4页Guangzhou Panyu Polytechnic

基　　金：广东省高职财经类教学指导委员会2013年度高等教育教学改革项目"高职基于课程资源开发的双师型教师专业发展研究"

摘　　要：从教师专业发展的视角,针对部分高职教师参与课程开发的动力不足的问题,论证了课程资源建设与教师专业发展之间的正相关性关系,提出了高职教师采取主动参与课程开发、开展教研进行研究反思以及合力打造课程团队等策略,可以通过从入门——成长——熟练——专家的专业发展的四个阶段,逐步完成从课程开发者成长为课程领导者的过渡,而这也是教师专业发展成熟的重要标志。The professional development of teachers needs the reformation of curriculum. Only in this way can teachers＇ professional development be leaded from passiveness toward activeness. The second part of this paper is the analysis of the factors which impact the adaptation of the teachers to curriculum implementation. And the third part focuses on the strategies to improving teachers＇ adaptation. Based on the research results of the second part, as regards teachers＇ adaptation status and problems in curriculum implementation in vocational colleges, the research puts forward the following approaches： Participation in project-based curriculum development and begetting curriculum leadership.

关 键 词：项目课程 课程开发 课程领导 教师专业发展 

分 类 号：G712.3[文化科学—职业技术教育学]