教师教学自主权的限阈及实践路径  

Threshold Limits and Practice Paths of Teachers' Teaching Autonomy

作　　者：潘婉茹[1] 孔凡哲[1] 

机构地区：[1]东北师范大学,吉林长春130024

出　　处：《现代教育管理》2016年第7期94-98,共5页Modern Education Management

基　　金：2012年度教育部人文社会科学研究规划基金项目"智慧型学校的实践研究与理论分析:依托大学与中小学合作的学校改进的行动研究"(12YJA880057)

摘　　要：教学自主权是教师作为专业人员,在课堂教学中自主决定与教学相关事务的权利,主要表现为教学内容的再生产、教学方法的重构及课堂评价标准的革新。教师教学自主权行使受"修辞学框架"、"情境性框架"和"活动性框架"限制。优化教师工作环境是其破解路径:构建保障与规约并存的"生态圈",营造管理与服务协同的"微环境",淬炼自主与超越共生的"内环境"。As the professionals,teaching autonomy of teachers is the right to make dependent decisions on teaching matters related in the classroom. Reproduction of teaching content,reconstruction of teaching methods and innovations of classroom evaluation criteria are the triple manifestations. The teaching autonomy for teachers is limited by the rhetorical frame,the situational frame and the action frame. To optimize the teachers working environment is essentially. Ex,to build an＂ecosystem＂of security and restriction is necessary;it is important to create a＂micro-environment＂of management and service. Internally,the teacher must constantly strive to go beyond the refinement autonomy and symbiosis＂internal environment＂.

关 键 词：教师 教学自主权 教学改革 实践路径 

分 类 号：G642.421[文化科学—高等教育学]