教育学者课程权力行使的困境与出路  

The Dilemma and Outlet of Exercising the Curriculum Power of Educational Scholars

作　　者：邹慧明[1] ZOU Huiming(Research Center for Rural Education,Hunan Normal University,Changsha,Hunan 410081,China)

机构地区：[1]湖南师范大学乡村教育研究中心

出　　处：《湖南师范大学教育科学学报》2019年第5期91-97,共7页Journal of Educational Science of Hunan Normal University

基　　金：湖南省哲学社会科学基金基地项目“课程改革的主体及其权力分配与制衡研究”[15JD38]

摘　　要：教育学者是课程权力的直接行使者,其课程权力来源于专业、行政及公众的赋权。多方的权力赋予亦可能给教育学者的课程权力行使带来困境,使其学术自由的理想与政治期望产生冲突,在履行政策服务职能时顺从特定的利益诉求,而其精英化的行为模式亦有可能与大众需求脱节。教育学者课程权力的平衡行使需明确其权力和职责的范畴,保证课程制度的结构完整性和价值合理性,并创设有利于平衡专业、行政、公众利益的决策环境。在此基础上,教育学者亦应自觉提升其自我修为,合理行使“专业自主权”,坚守“知识分子”节操,关注并汲取一线教师的建议。Educational scholars are the direct exercisers of curriculum power.Their curriculum power comes from the empowerment of profession,administration and the public.Such multi-party authorization may also bring difficulties to the exercising of curriculum power of educational scholars,which causes the confliction between their academic freedom ideals and political expectations,and makes them comply with specific interests in fulfilling policy service functions.What’s more,their elite behavior pattern is also out of line with the needs of the public.The balanced exercising of curriculum power of educational scholars need to clarify the scope of their powers and responsibilities,ensure the structural integrity and value rationality of the curriculum system,and create a decision-making environment which is conducive to balance profession,administration and public interests.On this basis,educational scholars should consciously improve their self-cultivation,reasonably exercise their“professional autonomy”,adhere to the“intellectuals”ethics,and pay attention to and draw on the advice from frontline teachers.

关 键 词：教育学者 课程权力 专业 行政 公众 

分 类 号：G[文化科学]