【摘要】：教師課程理解是教師對課程現(xiàn)象、課程文本及課程事件之意義的解讀過程。教師對課程的理解是形上教育理論形下化的有效途徑。隨著第八次課程改革的展開,教師被鼓勵著打破原有的、程式化的理解范式去重構(gòu)和創(chuàng)生課程,有一定的積極意義。但矯枉過正所帶來的問題亦是值得關(guān)注的現(xiàn)象。表現(xiàn)為教師對課程理解主觀性的盲目崇拜和對課程理解客觀性的遺忘。甚至,有不少教師走向了建構(gòu)主義理解“一邊倒”,并忽視教育教學(xué)的客觀之維。鑒于這一問題,有必要在對一線中小學(xué)教師課程理解主觀性問題分析的基礎(chǔ)上反思當(dāng)下教師課程理解,并建構(gòu)一種辯證的、主客觀互補(bǔ)的教師課程理解觀。論文主要采用文獻(xiàn)研究法和案例分析法,針對中小學(xué)教師課程理解的現(xiàn)狀和問題,構(gòu)建教師課程理解主觀性的本真樣態(tài),并倡導(dǎo)一種恰切的教師課程理解:首先,從教師對課程概念、內(nèi)容、實(shí)施與評價理解的四個層面審視了我國中小學(xué)教師課程理解所存在的主觀性問題,并對這些主觀性問題作了理性層面的思考;其次,從理解的價值、能力、方式及支持四個層面剖析了教師課程理解主觀性問題的成因,并指出課程理解主觀性問題的癥結(jié)所在;最后,從教師自身的內(nèi)在素質(zhì)、學(xué)校的管理規(guī)范和各種理解視域的融合三個層面提出了解決教師課程理解主觀性問題的對策。其中,內(nèi)在素質(zhì)層面是教師課程理解的反求諸己,管理規(guī)范層面是教師課程理解的外部規(guī)勸,視域融合層面是教師課程理解主體間的協(xié)作。論文在反思中小學(xué)教師課程理解主觀性問題的基礎(chǔ)上倡導(dǎo)恰切的課程理解。這不僅有利于歸正我國中小學(xué)教師課程理解的路向,還有利于解決一些實(shí)際的理解問題,從而提升中小學(xué)教師的理解水平。
[Abstract]:Teachers' curriculum understanding is the process of teachers' interpretation of curriculum phenomena, curriculum texts and the significance of curriculum events. Teachers' understanding of curriculum is an effective way to transform the theory of metaphysical education. With the development of the eighth curriculum reform, teachers are encouraged to break the original, stylized understanding paradigm to reconstruct and create curriculum, which has certain positive significance. But the problem caused by overcorrection is also a phenomenon worthy of attention. Teachers worship the subjectivity of curriculum understanding and forget the objectivity of curriculum understanding. Even, many teachers go to constructivism to understand "one-sided", and ignore the objective dimension of education and teaching. In view of this problem, it is necessary to reflect on the current teachers' curriculum understanding on the basis of analyzing the subjective problems of teachers' curriculum understanding in primary and secondary schools, and to construct a dialectical, objective and subjective view of teachers' curriculum understanding. This paper mainly adopts the literature research method and the case analysis method, aiming at the present situation and problems of the primary and secondary school teachers' curriculum understanding, constructs the subjectivity of the teachers' curriculum understanding, and advocates a kind of appropriate teachers' curriculum understanding: first, This paper examines the subjective problems existing in Chinese primary and secondary school teachers' curriculum understanding from the four levels of teachers' understanding of curriculum concept, content, implementation and evaluation, and makes a rational consideration of these subjective problems. This paper analyzes the causes of the subjective problem of teachers' curriculum understanding from four aspects: ability, mode and support, and points out the crux of the subjective problem of curriculum understanding. This paper puts forward the countermeasures to solve the subjective problem of teachers' curriculum understanding from three aspects: the management standard of school and the fusion of various understanding horizons. Among them, the internal quality level is the reverse of teachers' curriculum understanding, the management standard level is the external exhortation of teachers' curriculum understanding, and the horizon integration level is the cooperation between teachers' curriculum understanding subjects. On the basis of reflection on the subjectivity of curriculum understanding of primary and secondary school teachers, the paper advocates appropriate curriculum understanding. This is not only conducive to correcting the course understanding of primary and secondary school teachers in China, but also to solving some practical understanding problems, so as to improve the understanding level of primary and secondary school teachers.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G632.3

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