教师的自我意识与课程理解的辩证关系  

Teachers' Dialectical Consciousness and Curriculum Practice Consciousness

作　　者：余闻婧[1] YU Wenjing(Institute of Education, Jiangxi Normal University, Nanchang, 330022 Chin)

机构地区：[1]江西师范大学教育研究院

出　　处：《全球教育展望》2017年第7期69-75,共7页Global Education

基　　金：全国教育科学规划单位资助教育部规划课题"基于学科核心素养的小学语文学程设计研究"(课题批准号:FHB160544);教育部人文社会科学研究重大项目"基于核心素养的课程整合研究"(项目批准号:16JJD880022)的成果之一

摘　　要：教师意识研究的定位从对象意识转向自我意识,为教师成为课程实践的能动主体、达成社会期待的课程理解开辟了广阔的前景。但自我意识的膨胀却往往导致背离社会期待的课程理解和虚假的课程实践。对此,只有通过唤醒和强化教师的辩证意识,才能实现教师自我意识与课程理解的视界融合,不断促进教师的课程实践自觉。The research on Teachers＇ consciousness has shifted from the consciousness of the object to the self - consciousness, which has opened up a broad prospect for the teacher to become the active subject of the curriculum practice and to reach the social expectation. However, the expansion of self-consciousness often leads to the curriculum understanding deviated from the social expectation and the false curriculum practice. Therefore, in order to achieve the integration of teachers＇ self-awareness and curriculum understanding of the horizon, and constantly promote the teachers＇ consciousness of curriculum practice. It is necessary to awaken and strengthen the dialectical awareness of teachers.

关 键 词：辩证意识 课程理解 实践自觉 

分 类 号：G451[文化科学—教育学]