【作者】 陈颖；

【导师】 赵义泉；

【作者基本信息】 吉林大学 ， 课程与教学论， 2009， 硕士

【摘要】 本文采用文献研究法以后现代课程理解范式对大学生参与课程资源开发这一主要问题进行初步探讨,并结合大学课程改革和学习方式变革的实际剖析了大学生参与课程资源开发的理论基础和价值,探讨了大学生开发课程资源的四种方式:反思建构式,对话交往式,合作体验式和民主协商式,进而提出促进大学生参与课程资源开发的策略,即唤起学生参与课程资源开发的意识,激发学生参与课程资源开发的动机,培养学生参与课程资源开发的知能,创造有利于学生参与课程资源开发的条件,从而使学生有意识,有动机,有知能,有条件参与课程资源开发。笔者希望能以大学生参与课程资源开发研究为切入点,使“以学生为本”的课程理念深入大学课程改革,从而提升大学生的主体意识与能力,使其成为富有探究实践精神的创造性主体。更多还原

【Abstract】 With the deepening of China’s higher education curriculum reform, curriculum resources become more and more important and become the focus of scholars. Student’s participating in the development of curriculum resources will help students cultivate their awareness and ability and form creative and social personality, which embodies the requirements of the current curriculum idea and the trend of curriculum reform. From current researches and studies, there are a lot on curriculum development, but the concern of the development is only limited to curriculum experts, teachers and so on. Students become a vulnerable group in the development of curriculum resources. Even if researchers have started to pay attention to students participants, their studies are limited to the macro level. They haven’t probed the modes of development and the ways to stimulate their participation. Therefore, this article starts to conduct systematical and in-depth analysis.In introduction, the main topic is raised. Then it gives an overview of researches home and abroad and the way that the thesis develops, and the research method as well.In part two, it gives a definition of students’participation in curriculum resources firstly. The development and use of curriculum resources are closely related. Developing curriculum resources is the premise and making use of curriculum resources is the purpose. The process of development contains use to some degree and the process of making use of curriculum resources promotes development. So development in this article contains two levels of meanings. Students’participation in the development of curriculum resources refers to that students as main development body reasonably and scientifically design a series of plans and seek any curriculum resources which are probably brought into courses and related to inquiry learning. Then, the article aims at looking for theoretical ground in social constructivism philosophy, social constructivism psychology and postmodern critical theory of curriculum for students’participation in curriculum resources, which take interest in introspection, criticism, construction and transcendence of subject knowledge and attach importance to individual experience. They believe curriculum is a process of participation and creation by both teachers and students which involves action and introspection. Furthermore, it points out that students’participation in curriculum helps to cultivate their participating consciousness and abilities, helps to promote teachers’professionalization, and helps to speed up college curriculum reform.In part three, this article raises four modes for students to develop curriculum resources. They are introspection and construction, dialogue and communication, experience and cooperation, democracy and negotiation. This part is the main body of the article. Probing into Postmodern Constructivism, Hermeneutics, Phenomenology, Habermas’theory of Communication Action, curriculum theory of Concept Reconstruction Principle, It gives a direction for students’action.Then in part four, the article raises a question. That is how to upgrade students’roles in curriculum development. Combining the analysis of student’s status in curriculum development, the article put forward four strategies to promote students’participation. They are to arouse students’consciousness, to stimulate students’motives, to cultivate students’knowledge and abilities, and to provide conditions for the development. That is“to arouse”,“to stimulate”,“to enable”, and“to satisfy”students.更多还原