论教师促进学校课程改革内源发展的机制与策略  

On the Mechanism and Strategies of Teachers' Role in the Endogenous Development of School Curriculum Reform

作　　者：王牧华[1] 全晓洁[1] 

机构地区：[1]西南大学教育学部,重庆北碚400715

出　　处：《课程．教材．教法》2015年第7期29-36,共8页Curriculum，Teaching Material and Method

摘　　要：教师是推动学校课程改革内源发展的行动主体,其作用机制在于教师的课程认同、教师的课程参与以及教师的课程意识。教师通过以下三条策略促进学校课程改革内源发展:转变教师的课程身份,为教师参与课程改革赋权;开发校本课程,为教师参与课程开发提供空间;开展校本研修,以研究促进教师课程意识提升。Teachers play a key role in pushing forward the endogenous development of school＇s curriculum reform, whose effect mechanism lies in teachers＇ curriculum reeeptivity, teachers＇ curriculum participation and teachers＇ curriculum consciousness. There are three methods for teachers to promote the endogenous development of school＇s curriculum reform： transforming teachers＇ identity to empower them to participate in the curriculum reform; developing school-based curriculum to provide space for teachers to participate in the curriculum development; carrying out school-based research to evoke teacher＇s curriculum consciousness.

关 键 词：课程改革 课程意识 内源发展 机制 策略 

分 类 号：G423.07[文化科学—课程与教学论]