【作者】 李海英；

【导师】 钟启泉；

【作者基本信息】 华东师范大学 ， 比较教育学， 2006， 博士

【摘要】 20世纪以来，世界发生了三次大的课程改革，我国自新中国成立后也经历了八次基础教育课程改革。在世界和国内课程改革中，人们共同关注尊重学生经验、发展学生个性、注重学生学习能力的提高以及学生的受教育权等问题。特别是我国最新进行的第八次基础教育课程改革已经进入二期反思阶段，如何实现课程权力的下放?如何定位教师和学生的课程角色?如何在课程中体现学生的语言?这些是每一位教育工作者必须面对的问题。思考这些问题的同时，我接触到了协商课程思想。这一思想致力于共享课程权力、转换课程角色、转向实践的课程语言等具体问题，其研究者提出的在实践中展开的具体方式，实践者在实践过程中遇到的问题和收获的经验，都对我国基础教育课程改革有一定的借鉴作用。基于此，本论文以文献分析法为主要研究方法，将整个研究建立在对国内外研究文献和原始材料的分析基础上，试图通过作者的努力，在丰富我国课程思想的基础上，能为推进基础教育课程改革贡献一份微薄之力。 本论文内容共分七部分。引言部分从世界课程改革和我国基础教育课程改革的发展脉络理出他们共同关注的问题，基于对这些问题的关注，引发作者对协商课程思想的研究。 第一章，认识协商课程。由于本论文是从协商课程出发进一步思考基础教育课程改革中的问题，因此，论文的第一章首先介绍协商课程理论。协商课程的主要代表人物是澳大利亚的布莫和库克，两位研究者都是从真实的课程情境出发研究课程问题的。在协商课程提倡者看来，协商意味着民主、意味着解放，在这样一种追求民主和解放的课程理论中，课程和学习的意义变得与原来不同。界定清楚基本概念，作者接着梳理了布莫和库克协商课程思想的提出及实践模式。并在这一部分的最后提炼了实践者在贯彻协商课程思想时会遭遇的问题及收获的经验。在此基础上，分析协商课程共享课程权力、重建课程角色、转向实践的课程语言以及走向民主的课程行动的价值诉求。 第二章到第四章用课程权力、课程角色、课程语言这三个课程研究中的基本要素为题，展开对协商课程的分析和研究，并在此基础上对它们进行了再解读。 第二章首先展开对课程权力的分析与思考。课程权力是有目的地影响课程行更多还原

【Abstract】 There have been three curriculum reforms in the world since the 20th century, and eight curriculum reforms of elementary education in our country since we founded the new state in 1949. In these curriculum reforms, esteeming students’ experience, developing their personality, improving their study ability and education right are the common focuses. Now, the eighth curriculum reform in our country have come into the reflection stage, how to transfer the curriculum power to a lower level, how to locate the curriculum role of teachers and students, how to embody the student’s language in the curriculum, all these questions are confronted by teaching staff. When I am thinking them, I meet the idea of negotiation curriculum. It hammers at some specific issues, such as the share of curriculum power, the transform of curriculum role, the practical turning of the language in the curriculum and so on. The idiographic ways put forward by the researchers, the problems they encountered and the experience they harvested in the practice can provide some reference to our curriculum reform of elementary education. Based on domestic and foreign literatures, the author discusses the questions about the curriculum power, the curriculum role and the curriculum language, she wishes this thesis can enrich the curriculum ideas of our country and impulse the curriculum reform of elementary education by her effort.This dissertation includes seven parts. The first part is introduction, in which the author simply introduces the history of the worldwide curriculum reform and our curriculum reform of elementary education, explains the cause she attends to the negotiation curriculum.The first chapter is about knowing the negotiation curriculum. Boomer and Cook are the main advocators of the negotiation curriculum. They have been carrying out their research in the real curriculum situations. In their view, negotiation means democracy and liberation, the meanings of curriculum and study in this curriculum theory are different, too. After defining the essential conception, the author describes the ideal of the negotiation curriculum and its practical pattern, summarizes the更多还原