教师作为课程改革主体的意蕴、生成途径与条件  

Connotation, Generation Approach and Conditions ofTeachers as the Subject of Curriculum Reform

作　　者：胡定荣[1] 赵晴 HU Dingrong;ZHAO Qing(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教师发展研究》2024年第4期28-35,共8页Teacher Development Research

基　　金：教育部人文社会科学重点研究基地华东师范大学课程与教学研究所重大项目“中国基础教育课程改革的话语体系研究”(22JJD880027)。

摘　　要：课程改革的深化发展需要发挥教师在课程改革中的主体能动性。教师作为课程改革主体是指在课程改革的层次系统中,在上级课程政策指引或条件支持下,教师个体或集体通过变革课程实践育人活动要素或体系,成为实现课程改革发展、学生发展和教师自身专业发展的能动的行动者。教师课程改革主体性是教师作为课程改革主体与课程改革客体、环境互动过程中表现出来的功能特性或关系特性。教师的课程改革主体生成应从教师日常的课堂教学实践反思入手,激发教师的课程改革意识,通过对现实的课程改革进行变革,并着眼于未来社会发展与人的发展要求进行课程改革创新。教师成为课程改革主体需要创设主体、客体、工具与环境等活动条件,使教师具有课程改革的胜任力。To further deepen the curriculum reform,it needs to give full play to the subjective initiative of teachers in curriculum reform.Teachers as the subject of curriculum reform,refer to the active actors in the hierarchical system of curriculum reform,under the guidance or in the support of superior curriculum policy,individual or collective teachers become actors on promoting curriculum reform,students development and teachers′professional growth by reforming the elements or system of curriculum practice and educational activities.The subjectivity of teachers in curriculum reform is the functional characteristics or relationship features shown in the interaction process between teachers as the subject of curriculum reform,the reform′s object,and environment.The generation of teachers′subject of curriculum reform should start from the reflection on teachers′daily classroom teaching practice,stimulate teachers′awareness of curriculum reform.The reform should focus on the future social development and human development requirements for curriculum reform and innovation.The teacher subjectivity in curriculum reform will be affected by the subject,object,tool,environment and other factors of curriculum reform,and is the result of the interaction of all these factors.

关 键 词：教师主体 教师主体性 课程改革 

分 类 号：G451[文化科学—教育学]