作为“事实存在”的高校教师课程理解偏差及其实践转向  

Deviation of College Teachers’ Curriculum Notion as “Facts Existence” and Its Practice Shift

作　　者：曾媛 陈霞 梁钊华[3] ZENG Yuan;CHEN Xia;LIANG Zhao-hua(Jilin University,Changchun 130012,China;Ocean University of China,Qingdao 266100,China;Yulin Normal University,Yulin 537000,China)

机构地区：[1]吉林大学教务处,吉林长春130012 [2]中国海洋大学国际事务与公共管理学院,山东青岛266100 [3]玉林师范学院,广西玉林537000

出　　处：《黑龙江高教研究》2019年第11期83-86,共4页Heilongjiang Researches on Higher Education

摘　　要：教师课程理解力是教师顺利实施课程的重要能力之一,提高高校教师课程理解力不仅有利于课程理念在教学中的落实,还能够促进高校教师专业发展。纠正高校教师课程理解的现实偏差可从以下方面着手:打破对课程文本的认知局限,走向高校教师专业的自省与自觉;唤醒高校教师的主体意识,成功转向课程理解的批判者身份;在对话中生成课程意义,实现实用性、动态性范式课程理解;鼓励开展课程实践的行动研究,提高高校教师课程建构力。Teachers’curriculum understanding is one of the important abilities for teachers to implement curriculum smoothly.Improving teachers’curriculum understanding is not only conducive to the implementation of curriculum concept in teaching,but also can promote teachers’professional development in colleges and universities.Correcting the practical deviation of curriculum understanding of college teachers can be started from the following aspects:breaking the cognitive limitation of curriculum text and moving towards the professional self-reflection and self-consciousness of college teachers;arousing the subject consciousness of university teachers and successfully turning to the critic of critic of curriculum understanding;generating curriculum significance in dialogue to realize practical and dynamic paradigm curriculum understanding.Action researches on curriculum practice are encouraged to improve the curriculum construction ability of university teachers.

关 键 词：课程理解 教师专业发展 课程开发 课程建构力 

分 类 号：G645[文化科学—高等教育学]