试论教师课程创生的“能量系统”的建构及操作策略  

On the Construction and the Operation Strategies of the Energy System of Teachers'Curriculum Creation

作　　者：沈建民[1] 

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000

出　　处：《教育理论与实践》2013年第8期51-55,共5页Theory and Practice of Education

基　　金：2012年度教育部人文社会科学研究规划基金项目<教师专业发展背景下课程创生机制的建构研究>(项目批准号:12YJA880098);浙江省2012年度教师教育科研项目<基于教师专业发展的教师教育课程创生机制及创生案例的研究>(项目批准号:201224)的阶段性研究成果

摘　　要：基于当代教师专业发展的应然诉求,教师的课程创生需从"自为"走向"自觉"。从自为走向自觉除了需要建立和健全课程创生的外部支持系统外,更需要教师自主地合理建构并逐步完善课程创生的内部"能量系统"。具体而言,教师课程创生"能量系统"的初步框架至少包括三个维度、六个要素:一是基础维度,囊括"完备的知识结构"和"良好的人格特征";二是观念维度,内含"崭新的课程观念"和"觉醒的课程意识";三是能力维度,涵盖对课程的"批判与反思能力"和对课程的"重组与生成能力"。Based on the obligatory and natural appeal of the contemporary teacher＇s professional development, the teacher＇s curriculum creation should advance from the ＂self-conducting＂ to the ＂self-conscious＂, which requires the teachers themselves to rationally construct and gradually perfect the internal ＂energy system＂ apart from establishing and maintaining the external support system. Specifically, the preliminary framework of the ＂energy system＂ of teachers＇ cur- riculum creation consists of at least three dimensions and six elements. The first one is the fundamental dimension including ＂the complete structure of knowledge＂ and the ＂nice personality characteristics＂; the second one is the conceptual dimen- sion including ＂the brand new curriculum conception＂ and ＂the wakeful curriculum consciousness＂; and the third one is the capability dimension including ＂the critical and reflective ability＂ and ＂the capacity of recombination and generativity＂.

关 键 词：教师课程创生 能量系统 基础维度 观念维度 能力维度 

分 类 号：G423.07[文化科学—课程与教学论]