教师课程理解的主观性问题:渊源、特征、趋向及反思  

The Problem of Teachers' Subjectivity on Curriculum Understanding:Origin,Characteristics,Trend and Reflection

作　　者：李栋[1] 杨丽[1] LI Dong YANG Li(School of Education Science, Harbin Normal Universit)

机构地区：[1]哈尔滨师范大学教育科学学院,黑龙江哈尔滨150025

出　　处：《教育理论与实践》2017年第4期60-64,共5页Theory and Practice of Education

摘　　要：教师课程理解的主观性问题是新一轮课程改革进入深水区以来较为显性的问题,其产生的背景和缘由主要是诠释学问题对课程理解的影响,激进建构主义在我国课程领域的兴起,以及先进理念和模式在课堂教学中的滥用。这一问题具有复杂性、隐匿性、群差性、顽固性及破坏性等特征,并由局部问题向整体问题演变,是课程领域的热点问题,并与教学实践进一步结合。这迫使我们对其进行反思:第一,它是否会危急新课程改革;第二,导致其产生的二元对立模式能否被超越;第三,我国中小学究竟需要什么样的教师课程理解;第四,面对即将全面铺开的新高考范式,它应怎样修正自身。The Problem of teachers＇ subjectivity on curriculum understanding has been more dominant when the 8th new curriculum reform going into deepening development, and its background and reason mainly has three aspects： Hermeneutics problems impact on the field of understanding curriculum,radical constructivism arises in curriculum field of our country, and advanced concept model is abused in classroom teaching. This problem is characterized by the following features：complexity, concealment, group difference, stubborn and destructive, and it will goes from part to the overall evolution, will be a hot topic in the field of curriculum,and combines teaching practice furtherly. This intractable problem forces us to have a reflection： Firstly, whether it will be critical of the new curriculum reform; Secondly, whether binary opposition model resulting in this problem can be transcended; Thirdly, what kind of teachers＇ curriculum understanding is really needed in our country; Fourthly, facing the New College Entrance Examination will full swing, how to amend its own is a question of teachers＇ subjectivity on curriculum understanding.

关 键 词：教师课程理解 主观性问题 诠释学问题 激进建构主义 先进理念和模式 课程领域 教学实践 

分 类 号：G423[文化科学—课程与教学论]