| 转化型知识分子:教师在课程实施中的角色与实践 |
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| 引用本文： | 韩明,王世伟.转化型知识分子:教师在课程实施中的角色与实践[J].教育发展研究,2010(8). |
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| 作者姓名： | 韩明 王世伟 |
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| 作者单位： | 华南师范大学人事处;中山大学教育学院教科所; |
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| 摘 要： | 超越技术工人式的教书匠,成为转化型知识分子,这是教师在教育教学,尤其是在课程实施中应该扮演的角色本文评述了转化型知识分子的含义,提出课程实施成为转化性实践的核心是教师进行以深度学习与群体对话为内涵的转化性学习教师对课程实施的转化可以分为两个阶段:第一阶段,教师要深入解读正式课程,恰当处理隐性课程、弥补悬缺课程;第二阶段,教师要采取批判教学策略来转化学生,要从辨证思维、批判性思维、可能性语言与师生平等对话等方面入手。
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| 关 键 词： | 转化型知识分子 课程实施 |
On the Role and Practice of Teacher as a Transformal Intellectual in the Curriculum Implementation |
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| Han Ming & Wang Shiwei.On the Role and Practice of Teacher as a Transformal Intellectual in the Curriculum Implementation[J].Exploring Education Development,2010(8). |
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| Authors: | Han Ming & Wang Shiwei |
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| Institution: | Han Ming & Wang Shiwei (Personnel Department of South China Normal University,Guangzhou,510631 Institute of Educational Science of Sun Yat-sen University,Guangzhou 510275) |
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| Abstract: | Transcending the role of traditional pedagogue as a technician to become a transformal intellectual is the role that a teacher should play in the curriculum implementation.The article explains the connotation of the transformal intellectual and puts forward that the core for curriculum implementation becoming transformal practice is the teacher's transformal learning with deep learning and collaborative dialogue as the connotation.The process of transformation of curriculum implementation includes two phase... |
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| Keywords: | transformal intellectual curriculum implementation |
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