教师课程创生“三状态”的哲学思考  

A Philosophical Thinking of the Three Phases of Teacher's Curriculum Enactment

作　　者：沈建民[1,2,3] 

机构地区：[1]湖州师范学院教师教育学院 [2]杭州师范大学 [3]宁波大学,硕士生导师湖州313000

出　　处：《教育发展研究》2014年第2期57-61,共5页Research in Educational Development

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"(12YJA880098);2013年浙江省社会科学界联合会研究课题"城乡教育一体化背景下农村教师课程创生素质提升的策略与路径研究"(2013N057)的阶段性成果

摘　　要：本文借用"自在"、"自为"和"自在自为"三个哲学术语来说明教师课程创生的三种不同的发展状态。笔者认为,教师课程创生的"自在"状态和"自为"状态分别是课程领域崇尚"技术理性"和张扬"实践理性"的结果,而"自在自为"状态仍是绽放"解放理性"的期盼。教师的课程创生已完成了从"自在"状态到"自为"状态的历史性转变,如今应从现实的"自为"状态走向应然的"自在自为"状态。教师要走向"自在自为"的课程创生,需要教师自身自觉地建构与完善课程创生的内部"能量系统"的同时,也需要学校、国家等建立和健全课程创生的外部"支持系统"。It is suitable to use three philosophical words ＂in itself＂, ＂for itself＂ and ＂in and for itself＂ to expound the three distinct phases of teacher＇s curriculum enactment. As a matter of fact, the three phases are the result of advocating technical rationality and publicizing practical rationality, as well as the expectation of the emancipatory rationality in the domain of curriculum. The author thinks that the teacher＇s curriculum enactment should advance from the actual ＂for itself＂ status to involuntary ＂in and for itself＂ status after finishing the historical transformation from ＂in itself＂ to ＂for itself＂ status. Nevertheless, it requires that teachers have the clear cognition to construct and perfect the internal energy system of curriculum enactment as well as the external support system established and completed by schools and government to conduct the ＂in and for itself＂ curriculum enactment by teachers.

关 键 词：教师的课程创生 自在 自为 自在自为 能量系统 支持系统 

分 类 号：G423[文化科学—课程与教学论]