从“恪守”到“超越”

【作者】 王萍；

【导师】 郝京华；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 教师要“用教材教”，而不是“教教材”这是本研究的前提条件。传统的课程观使得教师习惯了对教材的恪守，事实上，教材不是圣经，需要教师在具体的教育情境中对其进行再设计，以发掘文本中蕴藏的潜能，实现对文本的超越。专家编写的教材之所以还需要教师进行加工，是因为专家着眼的是教学的共性要求，着眼的是学生的整体水平，无法顾及个性需要。况且，专家受自身认识水平、思想观念等条件的局限，所编写的教材也会有不足之处。这就需要教师对其进行加工，以使其内容、结构进一步优化，改变使用的方式，“用活”教材，挖掘其中的课程潜能。课程潜能是蕴含在课程内容中的潜在能量，但教师的日常经验容易使他们利用课程教材各种潜能的眼界变窄。教师习惯于信奉对教材的明显解释，特别是对那些他们已经熟悉的东西。因而需要特别设计一些原则和策略，以增进教师对各种各样的课程潜能的识别能力和阐释能力。本研究遵循历史与逻辑相结合的考察思路，采用文献法、观察法、调查法、访谈法等，初步阐释了课程潜能的含义及其与课程资源和潜在课程这两个概念的联系和区别，分析了课程潜能开发的可能性与必要性，并对开发课程潜能的依据作相应的研究，在此基础上力图探索教师有效开发课程潜能的原则和策略，希望能够给在一线从事教学活动的教师在如何加工教材、创生自己的课程方面提供些微的指导。更多还原

【Abstract】 It’s the prerequisite for the teachers to "teaching with the materials" instead of "teaching the materials". The notion of traditional curriculum made the teachers to be accustomed to scrupulously abide by the teaching materials ,as a matter of fact, teaching material is not the bible, which need the teachers to redesign it in concrete teaching situation, in order to dig out the potential that hide in the text and overpass the text.The teaching materials made by experts still need the teachers to process it, because the experts can only concerned about the overall character and overall level of the students instead of the individual needs, in addition, there will be some weak points of the teaching materials because of the limitation of the experts themselves, which require the teachers to process the materials and optimize the content and structure, use the teaching materials neatly and changing their using methods to dig out the potential of curriculum.The potential of curriculum exist objectively ,but the teacher’s daily experience is easy to narrow their scope for making use of the potentials. Teachers are accustomed to obvious explain of the teaching materials, especially what they are familiar with, therefore, we need to design some principles and strategies to intense the teachers’ idea of using the useful teaching materials, and promote the proper usage of the opposite aspects.The research follow the train of thought which combine history and logic, and adopt the methods of documentary , observation, interviewing and investigation to preliminary explain the relation and difference between the concept of curriculum and curriculum resources as well as potential curriculum. It also analyzed the possibility and necessity of developing the curriculum potential, and made relevant research about its foundation and limitation, I wonder to probe the principles and strategies of effectively developing the curriculum potential on this basis to offer some guidance to the teachers of how to process the teaching materials and create their own the curriculum .更多还原