教师课程创生的知识社会学分析  

Analysis of Teacher Curriculum Creation from the Perspective of Knowledge Sociology

作　　者：吴思颖 李洪修 WU Si-ying;LI Hong-xiu(Institute of Higher Education,Jilin University;Faculty of Education,Tianjin Normal University)

机构地区：[1]吉林大学高等教育研究所,吉林长春130012 [2]天津师范大学教育学部,天津300387

出　　处：《教育理论与实践》2021年第10期55-60,共6页Theory and Practice of Education

基　　金：国家社科基金(教育学)项目“核心素养背景教师课程决策权的社会学研究”(项目编号:BHA190123)的研究成果。

摘　　要：教师课程创生是教师有意识地对课程进行的创造性建构,以构建更易于学生理解的课程知识。其关键在于教师与知识之间的动态生成过程,注重的是教师课程权力的主动实施。知识社会学认为,课程知识是官方知识,其背后裹挟着权力,知识通过分类和架构的方式加以组织。在这个意义上,教师课程创生过程需要知识的情境性引入、知识的普遍性转变、知识的视域性融合。Teacher curriculum creation is the teachers'conscious creative construction of course knowledge to build a course knowledge that is easier for students to understand.The key lies in the dynamic generation process of teachers and knowledge,focusing on the active implementation of teacher curriculum power.Knowledge sociology believes that curriculum knowledge is official knowledge with power behind it,and knowledge is organized by classification and structure.In this sense,the teacher curriculum creation process requires the contextual introduction of knowledge,the universal transformation of knowledge,and the visualfusion of knowledge.

关 键 词：教师课程创生 创生 知识社会学 知识 权力 

分 类 号：G423.07[文化科学—课程与教学论]