教师课程转化现象初探——新加坡小学华文课堂教学观察分析  

An Exploration of Teachers’Curriculum Transformation from the Perspective of Classroom Observation——A Case Study of Chinese Lesson Observations in Singapore Primary School

作　　者：胡月宝[1] 童琪颖 Aw Guat Poh;Tong Qiying(National Institute of Education,Nanyang Technological University,637616 Singapore)

机构地区：[1]新加坡南洋理工大学国立教育学院,新加坡637616

出　　处：《海外华文教育》2020年第2期42-53,共12页Overseas Chinese Education

基　　金：南洋理工大学国立教育学院的研究项目“基于变易理论和多元反思对话的教师专业成长与教师转变”(编号OER16/14AGP)的初步研究成果。

摘　　要：在教育改革中,课程、教材、教师乃三大关键。其中,教师在课程教材与学生学习之间的衔接传递作用最大,教师课程转化与教材应用因此成为教育改革中引人关注的课题。本研究基于新加坡教育部对2015年小学华文教材"自上而下"[1]的推行,通过对课堂观察的话语分析与教学设计两方面进行分析,检查教师课程转化现象。初步研究结果显示,正式课程与教师知觉课程、运作课程、学生经验课程之间因为教师中心教学习惯的影响而存在课程递减现象,主要反映在言语技能学习与自主学习这两方面。Instructional materials,teachers and students are the three key components in education reforms.Among them,teachers play an instrumental role in interpreting the instructional materials and translating the learning content into students’learning experiences.Curricular adaptation by teachers and the ways in which they utilise instructional materials have thus been key issues of focus in education reforms.This study,premised on the"top-down"implementation of the 2015 Chinese language textbooks in Singapore primary schools by the Ministry of Education,seeks to analyse teachers’curriculum transformation.Using qualitative and quantitative data gathered from classroom discourse with a two-dimensional coding scheme,the preliminary findings indicate the presence of curriculum deduction at the levels of formal curriculum,perceived curriculum,operational curriculum and experienced curriculum,mainly in the aspects of language skills learning and self-directed learning.

关 键 词：课程转化 教材应用 课堂观察 新加坡小学华文教学 

分 类 号：H195[语言文字—汉语]