| 论教师的课程意识及其唤醒 |
| |
| 引用本文： | 姜勇.论教师的课程意识及其唤醒[J].教育理论与实践,2006(17). |
| |
| 作者姓名： | 姜勇 |
| |
| 作者单位： | 华东师范大学学前教育与特殊教育学院 上海邮编200062 |
| |
| 基金项目： | 上海市哲学社会科学规划课题2004JYS006的研究成果之一 |
| |
| 摘 要： | 与传统课程改革不同,目前在我国兴起的新课程改革,其重要理念是要求教师能够积极主动参与。为此,教师课程意识的觉醒是十分重要的。课程意识是教师对其在课程决策与发展中地位与作用的敏感性、批判性、反思性意识。当前,教师有三种课程意识形态,即天真意识、惯性意识与批判意识。为唤醒教师课程意识,必须赋予教师专业自主权,并通过叙事、合作传记、价值之思等途径来实现。
|
| 关 键 词： | 教师 课程意识 新课程 |
On Teachers' Awareness of Curriculum and Its Arousing |
| |
| JIANG Yong.On Teachers'''' Awareness of Curriculum and Its Arousing[J].Theory and Practice of Education,2006(17). |
| |
| Authors: | JIANG Yong |
| |
| Abstract: | Different from the traditional reform, the new curriculum reform in current China requires teachers' active participation and involvement . So teachers' curricular consciousness is very important. Curricular consciousness refers to teacher's sensitivity to, criticism of and reflection on their important role in curriculum decision and development. There are three kinds of curricular consciousness in teachers, which are naive consciousness, habitual consciousness, and critical consciousness. In order to awaken teachers' curricular consciousness, teachers should be empowered with professional autonomy through narrative inquiry, cooperation autobiography and rational thinking. |
| |
| Keywords: | teacher curricular consciousness new curriculum |
| 本文献已被 CNKI 等数据库收录！ |
|
