【摘要】： 理解是人存在的根本方式,個(gè)體通過理解確定生活的目的,選擇發(fā)展的策略,建構(gòu)人生的意義。在教師的世界中,課程占據(jù)著很大的時(shí)空,在課程的領(lǐng)域里,教師扮演著關(guān)鍵的角色。教師與課程猶如一對(duì)形影不離的伴侶,彼此依存,相輔相成。教師對(duì)課程的理解不僅影響著課程功能的發(fā)揮,也影響著教師自我的發(fā)展,教師課程理解問題已經(jīng)成為課程研究關(guān)注的熱點(diǎn)。然而,已有研究大都著眼于課程改革實(shí)踐的需要,傾向于從教師之外尋找教師課程理解的意義和方略。本研究則努力彰顯課程理解對(duì)教師自我提高和自我實(shí)現(xiàn)的價(jià)值,探討教師如何通過對(duì)課程的理解,實(shí)現(xiàn)有效課程實(shí)施與充分自我發(fā)展的和諧統(tǒng)一,為課程改革的推進(jìn)與教師生命意義的提升創(chuàng)造條件。 理解是人的一項(xiàng)基本心理活動(dòng),對(duì)教師課程理解進(jìn)行研究,除了對(duì)基礎(chǔ)理論的文獻(xiàn)分析以外,還需采用觀察、訪談和內(nèi)省等方法,做到盡量全面真實(shí)地了解情況。通過對(duì)作者自我教師角色的自覺觀察與反省,加之對(duì)數(shù)十位教師進(jìn)行的實(shí)地觀察、深度交流和訪談,同時(shí)參閱大量一線教師的教學(xué)日志、自我反思和教育敘事,發(fā)現(xiàn)課程理解不是教師對(duì)課程的單方面支配與利用,也不是教師對(duì)課程的簡單服從與執(zhí)行,而是教師與課程在特定時(shí)空中相互作用,彼此對(duì)話、交流,從而共生意義的活動(dòng),教師的課程理解是融合了教師自我生命體驗(yàn)與感悟的理解,是為了獲得最大程度的自我實(shí)現(xiàn)的理解。 對(duì)于教師而言,課程理解不僅是他的工作,也是其生活與生命的組成部分,是教師自我存在的重要舞臺(tái)。然而,在目前的教師課程理解中,還有相當(dāng)一部分教師是自我缺席的,或者自我在場僅僅處于一種無意識(shí)的自發(fā)狀態(tài)。教師要理解自我,并通過自己的課程實(shí)踐發(fā)展自我,就需要理解課程,并借助于對(duì)“自我課程理解”的反思來發(fā)現(xiàn)和認(rèn)同自我。 教師處于不同的專業(yè)發(fā)展階段,具有不同的自我意識(shí)狀態(tài),在課程理解時(shí)也存在著自我生存為本、教學(xué)為本和自我實(shí)現(xiàn)為本等不同的理解取向。前兩種取向容易導(dǎo)致教師與課程的機(jī)械分離,而自我實(shí)現(xiàn)為本的課程理解則是融入了教師自我發(fā)展追求的生命化理解,是積極主動(dòng)的、具有可持續(xù)性的理解。這種理解是一個(gè)沒有終點(diǎn)的恒久過程,其基本機(jī)制包括五個(gè)在循環(huán)中螺旋上升的環(huán)節(jié):課程實(shí)踐的困惑與沖突、獲得新觀念的機(jī)遇、改進(jìn)課程理解并實(shí)現(xiàn)自我和諧、課程理解中的新問題與困惑、主動(dòng)探究,深入理解。 在實(shí)現(xiàn)的課程領(lǐng)域,由于制度化教育形態(tài)與技術(shù)理性等的消極影響,教師與課程的關(guān)系時(shí)常處于一種貌合神離的狀態(tài)。但是,隨著人們課程觀、教師觀的變化和課程實(shí)踐的不斷發(fā)展,教師與課程的融合成為必然。在這種融合關(guān)系中,教師與課程彼此滲透,教師是課程的代言人甚至課程本身,課程也成為教師生活與精神的反映。通過教師的理解,課程由靜態(tài)的文本轉(zhuǎn)化為活的經(jīng)驗(yàn),具有了現(xiàn)實(shí)意義,同時(shí),課程也成為展現(xiàn)和延續(xù)教師生命價(jià)值和意義的載體。教師與課程的這種融合關(guān)系直接引導(dǎo)教師在爭取積極自由的基礎(chǔ)上獲得最大程度的自我實(shí)現(xiàn),而這正是教師課程理解有望達(dá)到的理想狀態(tài)。 對(duì)教師的課程理解進(jìn)行合理評(píng)判是促進(jìn)和引領(lǐng)教師走向理想的重要措施。鑒于教師課程理解活動(dòng)突出的自我內(nèi)在體驗(yàn)性特點(diǎn),在所有的評(píng)判中,教師的自我評(píng)判具有優(yōu)先性。評(píng)判教師的課程理解最根本的是看教師是否在現(xiàn)有的課程條件下最大限度地促進(jìn)了自我發(fā)展和自我實(shí)現(xiàn)。同時(shí),為了避免自我評(píng)判的偏差和兼顧教師課程理解的公共價(jià)值,在確定評(píng)判標(biāo)準(zhǔn)時(shí)應(yīng)該堅(jiān)持自在與他在統(tǒng)一、共性與個(gè)性統(tǒng)一和動(dòng)態(tài)多樣的基本原則。 懷抱理想,腳踏實(shí)地,促進(jìn)和提高教師的課程理解需要一點(diǎn)點(diǎn)做起。針對(duì)傳統(tǒng)課程文化的負(fù)面影響和現(xiàn)有課程環(huán)境中的具體問題,我們一方面要激發(fā)教師課程理解的內(nèi)外動(dòng)力,另一方面要切實(shí)為教師的課程理解賦權(quán)增能,使教師能夠在自主、自律和充滿創(chuàng)造的專業(yè)生活中,主動(dòng)樹立教育理想,深刻理解課程,在不斷創(chuàng)新實(shí)踐的過程中,充分體驗(yàn)成就感和生命的意義與自由,不斷發(fā)掘自身潛能,實(shí)現(xiàn)自我。
[Abstract]:Understanding is the fundamental way of human existence. The individual determines the purpose of life by understanding, chooses the strategy of development, and constructs the meaning of life. In the teacher's world, the curriculum occupies a great time and space. In the field of curriculum, teachers play a key role. Teachers and courses are like a pair of inseparable partners, dependent and complementary to each other. The understanding of teachers' understanding of curriculum not only affects the function of curriculum, but also affects the development of teachers' self. The problem of teacher curriculum understanding has become the focus of curriculum research. However, most of the existing studies have focused on the needs of the practice of curriculum reform and tend to find the meaning and strategy of teachers' curriculum understanding from outside the teachers. It tries to highlight the value of curriculum understanding to teachers' self improvement and self realization, and to explore how teachers realize the harmonious unity of effective curriculum implementation and full self development through understanding of the curriculum, and create conditions for the promotion of curriculum reform and the promotion of teachers' life significance.
Understanding is one of the basic psychological activities of a person. In addition to the literature analysis of the basic theory, it is necessary to use observation, interview and introspection to understand the situation as comprehensive and true as possible. Through the self-conscious observation and Introspection of the role of the author of the author, and the field of the ten teachers Observation, deep communication and interview, and reading a large number of teachers' teaching logs, self reflection and educational narration, found that the curriculum understanding is not the unilateral control and use of the curriculum, nor the simple obedience and execution of the curriculum, but the interaction, dialogue and communication between the teachers and the curriculum in a specific time and space. In the process of symbiotic significance, teachers' understanding of curriculum is the integration of the understanding of teachers' self life experience and perception, in order to achieve the greatest degree of understanding of self realization.
For teachers, curriculum understanding is not only his work, but also the part of life and life. It is an important stage for teachers' self existence. However, in the current understanding of teachers' curriculum, a considerable number of teachers are absent from themselves, or the self presence is only in an unconscious spontaneous state. Teachers need to understand themselves. And through their own curriculum practice to develop themselves, we need to understand the curriculum and find out and identify themselves with the help of reflection on "self curriculum understanding".
Teachers are in different stages of professional development and have different state of self consciousness. In the course of curriculum understanding, there are self existence, teaching and self realization. The first two orientations can easily lead to the mechanical separation of teachers from the curriculum. The life oriented understanding I pursue is a proactive, sustainable understanding. This understanding is an enduring process without end. Its basic mechanism includes five spiral steps in the cycle: the confusion and conflict of the curriculum practice, the opportunity to get new ideas, the improvement of the curriculum understanding and the realization of self harmony, and the understanding of the curriculum. New problems and puzzles in China, explore and understand deeply.
Due to the negative influence of institutionalized education form and technical rationality in the field of curriculum, the relationship between teachers and curriculum is often in a state of appearance. However, with the view of the curriculum, the change of teachers' view and the continuous development of the curriculum practice, the integration of teachers and curriculum is inevitable. Curricula infiltrate each other, teachers are the spokesmen and even the curriculum itself, and the curriculum also reflects the life and spirit of teachers. Through the understanding of the teachers, the curriculum is transformed from static text to living experience, which has practical significance. At the same time, the curriculum also becomes the carrier to show and continue the value and significance of the teacher's life. The relationship of integration directly guides teachers to achieve the greatest degree of self realization on the basis of seeking positive freedom, which is the ideal state of teachers' curriculum understanding.
The rational evaluation of teachers' understanding of curriculum is an important measure to promote and lead the teacher to the ideal. In view of the inherent experience characteristic of the teacher's curriculum understanding, the teacher's self evaluation is a priority in all the judges. The most fundamental of the teacher's curriculum understanding is whether the teacher is in the existing curriculum. At the same time, in order to avoid the deviation of self judgment and to take into account the public value of the understanding of the teacher's curriculum, we should adhere to the basic principles of unity, unity, individuality and dynamic diversity in determining the criteria of judgment.
In view of the negative impact of the traditional curriculum culture and the specific problems in the existing curriculum environment, we should stimulate the internal and external motivation of the teacher's curriculum understanding, on the other hand, to empower the teachers' understanding of the curriculum on the other hand, and to enable the teachers to be able to do it. In the professional life of self-discipline, self-discipline and full of creative life, the ideal of education is set up actively, the curriculum is deeply understood. In the process of continuous innovation and practice, the sense of achievement and the meaning and freedom of life are fully experienced, and the potential and the realization of self are continuously excavated.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G423

【引證文獻(xiàn)】

相關(guān)期刊論文 前4條

1 樊紅敏;;改進(jìn)教學(xué)方法培養(yǎng)學(xué)生的創(chuàng)造性思維能力[J];中國科教創(chuàng)新導(dǎo)刊;2011年06期

2 廖圣河;;論教師課程的內(nèi)涵、特點(diǎn)和意義[J];教育科學(xué)研究;2013年05期

3 馬瑞娟;;課堂教學(xué)沖突研究[J];教學(xué)與管理;2013年21期

4 張攀;;創(chuàng)生式教師課程理解——新課程背景下教師課程解讀新思路[J];教學(xué)月刊(中學(xué)版下);2010年10期

相關(guān)博士學(xué)位論文 前3條

1 鄭爽;我國教師教育者開展自我研究的初步探索[D];首都師范大學(xué);2011年

2 沈林;小學(xué)數(shù)學(xué)教師教科書解讀的影響因素及調(diào)控策略研究[D];西南大學(xué);2011年

3 王愛菊;走向主體間性的生存——教學(xué)沖突研究[D];山東師范大學(xué);2010年

相關(guān)碩士學(xué)位論文 前8條

1 文欣;幼兒教師語言領(lǐng)域課程實(shí)施的個(gè)案研究[D];西南大學(xué);2011年

2 張攀;農(nóng)村教師課程理解的問題研究[D];杭州師范大學(xué);2011年

3 徐松;教師課程理解現(xiàn)狀調(diào)查研究[D];福建師范大學(xué);2012年

4 江美菊;教師課程理解比較研究[D];福建師范大學(xué);2012年

5 李巧玲;走向理解—哲學(xué)解釋學(xué)視角下教師與課程關(guān)系研究[D];首都師范大學(xué);2012年

6 高巖;教學(xué)過程沖突研究[D];內(nèi)蒙古師范大學(xué);2013年

7 亓燕敏;小學(xué)語文教師教科書解讀的誤區(qū)及對(duì)策研究[D];山東師范大學(xué);2014年

8 孫雪菡;經(jīng)驗(yàn)改造與自我理解：教師生命教育實(shí)踐探索[D];首都師范大學(xué);2014年

，

本文編號(hào)：2121356