由“失语”走向“参与”:重建教师与课程的关系  

From“Aphasia to“Participation”:Reconstructing the Relationship between Teachers and Curriculum

作　　者：曹二磊[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《教育理论与实践》2015年第6期55-58,共4页Theory and Practice of Education

摘　　要：在当前的课程改革过程中,教师课程参与基本处于"失语"状态,其中有教师个人的原因,而更多地则是客观因素,这使得本应属于具有专业能力的教师的课程参与权力由于行政权力的束缚和现行的课程评价机制而被架空。重建教师与课程的和谐关系,提升教师的课程领导力,不仅要求教师在课程意识、课程角色、课程能力等方面做出调整,更需要教育决策部门对现有课程管理体制进行调整,以使被剥夺了的教师课程领导权力有发挥的空间,提高教师参与课程的积极性、主动性、创造性。In the current curriculum reform, ＂teachers＇ curriculum participation＂ is almost in the state of ＂aphasia＂. Teachers themselves should take some responsibility for it, but objective factors are the major reasons. As a result, the cur- riculum power which should otherwise be owned by teachers with professional ability has been rendered unfeasible by the administrative power and the current curriculum evaluation mechanism. To reconstruct the harmonious relationship be- tween teachers and courses and enhance teachers＇ curriculum leadership, not only teachers are required to adjust their curriculum consciousness, curriculum role and curriculum capacity, but also the educational departments responsible for making decisions are required to adjust the current curriculum management system, so that teachers will have the space to put into play their curriculum leadership and become more active, vigorous and creative in participating in the curriculum.

关 键 词：课程“失语” 教师课程参与 教师与课程关系 课程领导者 

分 类 号：G420[文化科学—课程与教学论]