教师与校本课程开发

【作者】 孟艳；

【导师】 林兆其；

【作者基本信息】 云南师范大学 ， 教育学原理， 2005， 硕士

【摘要】 根据国家《基础教育课程改革纲要》确定的目标,实行国家、地方、学校三级课程管理政策,提高课程的适用性,满足不同地方、学校和学生的需求。全国各地的基础教育课程开发正成为教育理论界和实践界共同关注的课题,校本课程开发成为大家关注的热点。校本课程开发是在学校中通过教师实现的,教师是校本课程开发的主体。但对教师来说,校本课程开发既是一种机遇,更是一种挑战。校本课程开发对教师提出新的要求,对教师专业发展的需求也更为强烈,然而现实情况是作为校本课程开发主体的教师对这一挑战还不太适应。 本论文一共包括四部分。第一部分分析了校本课程开发的内涵、基本理念、类型。第二部分论述了教师与校本课程开发的关系。这一部分从两个方面进行分析:一方面,教师在校本课程开发中主体地位和作用;另一方面,教师在校本课程开发过程中促进专业发展。第三部分就教师参与校本课程开发存在的问题进行分析。笔者首先介绍了国内外及云南省校本课程开发的现状,并就教师在校本课程开发中存在的问题进行深入分析。教师在校本课程开发中除了缺失课程意识、课程开发及合作能力外,教师还面临着方方面面客观存在的问题和困难,如时间、精力、财力等方面的问题。笔者通过对云南省校本课程开发抽样调查状况进行分析,对教师参与校本课程开发的现状通过问卷调查、访谈进行实证研究,进一步证实了教师在开发校本课程中确实存在这些问题。 针对这些问题,笔者提出以下策略:(一)提供教师支持,建立积极有效的支持系统。主要包括转变观念、师资培训、提供课程资源支持、寻求专家的帮助、赋予教师充分参与的权力以及学校文化的建构等。(二)教师要开展行动研究,使自己成为研究者。教师要成为研究者首先要进行角色的转换,教师在开展行动研究过程中,使自己成为研究者,以便在研究中教师能获得自我效能感,这样就可以把教师的需要、认知、情感结合起来,激发教师参与校本课程开发的积极性。更多还原

【Abstract】 According to the established the nation’s Reform Essentials of Elementary Education Curriculum; we should carry out a three-degree curriculum arrangement policy, composed by state, locality and school, and improve the flexibility of curriculum to meet the different requirements of different localities, schools and students. The elementary education curriculum developments are becoming a question for study, which attracts the attention from the reptilians and educators. School-based curriculum development is the key point of the reform. Educators practice school-based curriculum development in schools and teachers are the principal participants of it. School-based curriculum development is a chance for all the teachers as well as a challenge, which raises new requirements for teachers, which it is obvious that teachers, as the chief participants in school-based curriculum development, are not well for the challenge.This dissertation includes four parts. The first part analyzes the connotation, basic concepts and types of school-based curriculum development. Teachers’ position and role in the process of school based curriculum development is analyzed in the second part. The contents of these two parts are further stated in three sides: one side is teachers’ role changing from by standers to participants; second is teachers’ chief position and role in school-based curriculum development; the another side is that in the process of teachers’ participating in school-based curriculum development. The currying problems include teachers’ lack of the ability of school-based curriculum development, lack of consciousness of school-based curriculum development and cooperation ability, besides various of difficulties existing in objective condition, such as in sufficient support from in-school and out-school, lack of time, energyand financial capacity. Through the analysis on the result of sampling survey of school-based curriculum development of Yunnan province and through questionnaire investigation and interview, I further affirm the existence of those problems occurring in the process of teachers’ participating in school-based curriculum development.To those problems, I put forward the following countermeasures: First, proving support from out of school is a essential condition for teachers to practice school-based curriculum development and the support includes the changing of idea, supplying curriculum resource and the assistance from education experts. Second to learn be researchers is an effective way for teachers to practice school-based curriculum development. To become researchers, teachers should change their role in action research and regard themselves as researchers as well as learn to experience feeling of self-accomplishment, only in this way, teachers requirements-, cognition and emotion can be activated so as to improve their zeal for school-based curriculum development.更多还原