| 新课程与教师观念 |
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| 引用本文： | 李敏.新课程与教师观念[J].教师教育研究,2005,17(2):22-25. |
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| 作者姓名： | 李敏 |
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| 作者单位： | 华东师范大学教育管理学院,上海,200062 |
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| 摘 要： | 教师是深化新课程的主体力量,而教师的观念则是教师能否成为主体力量的主要因素。就实施新课程而言,教师所需要的观念,可分为三个层面,第一层面,是对与新课程实施有关的宏观背景的根本认识,即宏观观念层;第二个层面,是对与学校教育中实施新课程相关的核心要素包括学校课程、学生、教师自我观、学习观等关键概念的根本理解,即为中观观念层;而第三层面,是对与具体实施新课程有关的学科教学、学生个体等方面的基本看法,即微观观念层。本文重点讨论实施新课程过程中教师所需要的中观观念层。
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| 关 键 词： | 新课程 教师观念 中观 |
| 文章编号： | 1672-5905(2005)02-0022-04 |
| 修稿时间： | 2005年2月6日 |
New Curricula and Teachers' Ideas |
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| Li Min.New Curricula and Teachers' Ideas[J].Teacher Education Research,2005,17(2):22-25. |
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| Authors: | Li Min |
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| Abstract: | Whether a teacher can serve as the main force of deepening new curricula or not chiefly depends on his ideas. These ideas may be divided into the following three levels. The first or macro level involves his basic knowledge of macro backgrounds of putting new courses into effect. The second or medium covers his essential understanding of some key elements such as curriculum, student, teacher and learning. And the third or micro involves his fundamental views of the disciplinary teaching and individual student related to putting new courses into practice. |
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| Keywords: | new course teacher's idea medium-level view |
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