从防范到赋权:教师之于课程的角色审视  

From Preventing to Empowering:a Review of Teacher's Role in Curriculum

作　　者：王卫华[1] 

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《湖南师范大学教育科学学报》2014年第3期63-67,共5页Journal of Educational Science of Hunan Normal University

基　　金：湖南省社科项目"运用课堂现象学提高教学质量的理论与实践研究"[13YBA218]

摘　　要：教师课程角色虽历经多次调整,但总体发展趋势是从"防范"走向"赋权"。"防范"的代表形式是"防教师"课程,它体现了一种工业化思维;"赋权"的代表形式是教师即课程,它体现了一种生成性思维。两种代表理论虽然各具特色,却均有陷入某种"极端"现象的风险。所以,根据复杂性思维的理解,合理的教师课程角色应具有主体性、依赖性、全息性和发展性等特征。The overall trend of teacher＇s role in curriculum is from ＂the preventing＂ to ＂the empowering＂ after several adjustments. The representation of ＂preventing form＂ is ＂teacher-proof＂ curriculum, which reflects an industrial thinking. And the representation of ＂empowering form＂ is ＂teacher as curriculum＂, which reflects a generative thinking. Both of the representative theories are at risk in the extreme. Therefore, the reasonable teacher＇s role in curriculum should have such characteristics of subjectivity, dependence, holography and development according to the understanding of complex thinking.

关 键 词：教师 课程 课程角色 复杂性思维 

分 类 号：G451[文化科学—教育学]