学校制度中教师课程权力的实现  

The Realization of Teachers’ Power in Curriculum in the School System

作　　者：李洪修 张晓娟 Li Hongxiu;Zhang Xiaojuan

机构地区：[1]天津师范大学教育学部,天津300387 [2]东北师范大学教育学部,长春130024

出　　处：《教育研究》2019年第5期60-67,共8页Educational Research

基　　金：国家社会科学基金2014年度教育学青年课题“新课程背景下教师课程权力的社会学分析”(课题批准号:CHA140173)的研究成果

摘　　要：制度是行动者在社会建构中公认的规则、价值和信念,教师课程权力是一种存在于学校制度空间里的制度化实践。学校制度与教师课程权力密切相关。当前,学校制度环境中教师课程权力存在如下问题:制度主体缺位,教师课程权力表达受困;制度认知偏差,教师课程权力认同失真;制度弹性缺失,教师课程权力空间不足;制度监管不力,教师课程权力规范有限。学校制度中教师课程权力的实现需要凸显制度民主,鼓励教师课程权力发声;强化制度认同,提高教师课程权力意识;增强制度弹性,扩大教师课程权力空间;突出制度规范,防止教师课程权力失范。A system implies the rules,values and beliefs recognized by actors in social construction;teachers’ power in curriculum,which is an institutionalized practice in the school system,is closely related with the school system. In the current school system,teachers’ power in curriculum has the following problems:The absence of institutional democracy leads to the deficient expression of teachers’ power in curriculum;the bias towards system cognition results in the distorted identity of teachers’ power in curriculum;the absence of a flexible system leads to the insufficient space of teachers’ power in curriculum;and the inadequate supervision of the system causes the limited norms for teachers’ power in curriculum. To realize teachers’ power in curriculum in the school system,it is a must to highlight institutional democracy and encourage teachers to express their power in curriculum;strengthen their cognition of the system and improve their awareness of their power in curriculum;enhance the flexibility of the system and increase the space in their power in curriculum;and highlight the norms of the system and prevent them from deviating from the norms.

关 键 词：学校制度 教师课程权力 教师课程行为 

分 类 号：G423[文化科学—课程与教学论]