农村校本课程开发中教师主体性的内涵、价值与实现  

The Connotation,Value and Realization of Teachers’Subjectivity in Rural School-based Curriculum Development

作　　者：吴凯丽 邹慧明[2] Huang Yu Wu Kai-li;Zou Hui-ming;Huang Yu(Faculty of Educational Sciences,Hunan Normal University,Changsha Hunan410081)

机构地区：[1]深圳市雪象小学,广东深圳518129 [2]湖南师范大学教育科学学院,长沙410081

出　　处：《教师教育论坛》2022年第3期75-80,共6页Teacher Education Forum

基　　金：湖南省教育厅优秀青年项目:“减负”背景下湖南省中小学教师的负担状况及改善策略研究(18B013).

摘　　要：教师主体性主要是指教师作为主体的个人拥有自主性、能动性与创造性。在农村校本课程开发中,强调教师主体性体现在厘清课程开发价值导向、完善内容建设与促进效益提升方面具有重要作用。农村校本乡土课程能够增进学生的乡土情怀、保障乡土文化的传承发展、创新农村学校的教育教学。因此,农村学校应在课程决策中给予乡村教师话语权,在课程实施中赋予乡村教师自主权,在课程评价中保证乡村教师参与权。Teacher subjectivity emphasizes that teachers are individuals who are the main body,they have autonomy,initiative and creativity.In the development of rural school-based curriculum,it is important to emphasize that teachers’subjectivity plays an important role in clarifying the value orientation of curriculum development,improving content construction and promoting efficiency improvement,which in turn can enhance students’local feelings,ensure the inheritance and development of local culture,and innovate rural school education and teaching.Therefore,rural schools should give rural teachers the right to speak in curriculum decision-making,empower rural teachers with autonomy in curriculum implementation,and ensure rural teachers’right to participate in curriculum evaluation,so as to realize the construction of rural teachers’subjectivity.

关 键 词：农村校本课程开发 教师主体性 乡村教师 

分 类 号：G650[文化科学—教育学]