| 教师课程理解的实践性探究 |
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| 引用本文： | 陈碧琼,谢军.教师课程理解的实践性探究[J].集美大学学报(教育科学版),2012,13(3):10-15. |
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| 作者姓名： | 陈碧琼 谢军 |
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| 作者单位： | 1. 厦门工商旅游学校,福建厦门,361021
2. 集美大学体育学院,福建厦门,361021 |
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| 摘 要： | 本研究以协作团队的备课、访谈,探寻教师的课程理解。研究结果发现:即使在密切的讨论与合作下,教师对课程有不同的关心议题,对课程的处理也不相同;在教师课程行动中,不断的转变是唯一的不变,因课程的某一难题获得纾解,还会有下一个难题出现;课程设计是事先形成的,而教师在课程行动中,则会随着学生关心的焦点、动力、心境,也会而有所转变;教师的课程理解———是指在教学材料、学生、环境的条件下与规约下的互动关系,彼此之间的诠释实践过程。
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| 关 键 词： | 教育实践 教师专业成长 课程理解 |
Teachers Understanding Curriculum Discourses Practical Inquiry |
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| CHEN Bi-qiong,XIE Jun.Teachers Understanding Curriculum Discourses Practical Inquiry[J].Journal of Jimei University,2012,13(3):10-15. |
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| Authors: | CHEN Bi-qiong XIE Jun |
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| Institution: | 1.Xiamen Business and Tourism School,Xiamen 361021,China; 2.College of Physical Education,Jimei University,Xiamen 361021,China) |
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| Abstract: | This paper explores teachers’ course understanding through the means of collective lesson preparations and interviews.The result is that,after close discussion and cooperation,teachers still have different course understandings because they care for different topics.In the study of teachers’course understanding,constant change is the only definiteness because the next problem will come out as soon as the one is just solved.The course design has been determined but when carrying it out,teachers will change with the students’focus,motivation and state of minds.Teachers’ course understanding means the interactive relationship among teaching materials,students and teaching environment. |
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| Keywords: | educational practice teacher professional development curriculum understanding |
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