现代化语境下教师课程话语的内蕴及建构  

The Implications and Construction of Teachers’ CurriculumDiscourse in the Context of Modernization

作　　者：赵佳丽 ZHAO Jia-li(Faculty of Education,Yunnan Normal University)

机构地区：[1]云南师范大学教育学部,云南昆明650500

出　　处：《教育理论与实践》2025年第4期58-64,共7页Theory and Practice of Education

基　　金：国家社会科学基金2023年度教育学青年项目“事权承接视域下义务教育教材管理机制及优化路径研究”(项目批准号:CHA230305)的研究成果。

摘　　要：教师课程话语是对教师课程认识或理解的一种观念反映,可将其理解为“领悟的课程”、实践的语言或个体价值标准。如今,数智化、素养化时代勾勒出一个现代化的语境,推动教师从规训化的课程言说目的转向课程育人,采用批判性的课程言说方式勾勒出以“学”为导向的课程言说范畴,形成了锚定学习者发展的课程目标话语、共享众创生活化的课程内容话语、对话性实践的课程实施话语以及指向过程性发展的课程评价话语。顺应教育现代化的发展步伐,要真正提高以学生、学习、学习发展等为导向的教师课程话语影响力、传播力,需要增强教师学本位的课程语境创设,构建本土化的教师课程言说标准,在促进教师个人课程话语资本积累过程中更好地运用课程话语权。Teachers’curriculum discourse is a conceptual reflection of teachers’knowledge or understanding of the curriculum,which can be interpreted as the“comprehended curriculum”,the language of practice or individual value standards.Nowadays,the era of digitalization and literacy outlines a modern context,which pushes teachers to shift from the purpose of disciplined curriculum discourse to curriculum nurturing.Critical curriculum discourse has been used to outline the scope of curriculum discourse guided by“learning”,forming a discourse that anchors the development of learners’curriculum goals,a discourse that shares creative life-oriented curriculum content,and a discourse that implements dialogue-based practice,and curriculum evaluation discourse that points to process development.To keep up with the pace of educational modernization and truly enhance the influence and dissemination of teacher curriculum discourse guided by students,learning,and learning development,it is necessary to enhance the creation of a student-centered curriculum context,construct localized curriculum discourse standards,and better utilize curriculum discourse power in promoting the accumulation of personal curriculum discourse capital.

关 键 词：教师课程话语 课程理解 课程目标话语 课程内容话语 课程实施话语 课程评价话语 

分 类 号：G420[文化科学—课程与教学论]