课程决策专业主体权力行使的困境与出路  

The Dilemma and Approaches of Subjects’ Power Exercising in Curriculum Decision-making

作　　者：邹慧明[1] ZOU Hui-ming(Research Center for Rural Education,Hunan Normal University,Changsha,Hunan,410081,PRC)

机构地区：[1]湖南师范大学乡村教育研究中心

出　　处：《当代教育与文化》2019年第6期66-73,共8页Contemporary Education and Culture

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)研究成果

摘　　要：课程事务中,具有课程专业智识并行使课程决策权的主体包括教育研究机构、教育专家学者及一线教师,他们既是独立的主体,亦是其他主体利益及诉求表达的代表者或中介者,而身份的多样性也为其权力的行使带来困境:教育研究机构在政治压力与社会期望的夹缝中生存,教育专家学者在自由理想与现实束缚间痛苦徘徊,一线教师则成为形式赋权与权力虚置间的尴尬存在。课程决策专业主体权力的保障,既是课程专业品质的保证,亦是维护课程公平的要求。为此,不仅需要相关部门加强制度建设,为其提供良好的课程决策环境,还需要专业主体自身坚实履行职责,巩固其专业权威。The subjects of curriculum affairs,who have professional knowledge and decision-making rights,include institutions of educational research,educational experts and scholars,and front-line teachers.Each group,being independent,is a representative or intermediary of other subjects in expressing needs and seeking interests.Such diversity of subjects also brings about a dilemma where institutions of educational research are struggling under political pressure and social expectations,educational experts and scholars are wandering between ideals and realities,and front-line teachers are faced with an embarrassing situation in which they have no real decision-making rights.Teachers’ decision-making rights is a guarantee to ensure the quality of professional teaching,and is a requirement for maintaining curriculum fairness.Thus,institutions should be strengthened to provide a sound environment for teachers’ curriculum decision-making.Besides,subjects should also fulfill their responsibilities to solid their professional authority.

关 键 词：课程决策 教育研究机构 教育专家学者 一线教师 

分 类 号：G423.06[文化科学—课程与教学论]