【作者】 王瑾；

【导师】 赵月；

【作者基本信息】 沈阳师范大学 ， 课程与教学论， 2025， 硕士

【摘要】 随着我国基础教育课程改革的不断深化,课程在教育系统中的地位显著提升。小学教师的课程主体地位和专业自主能力愈来愈受到应有的重视,这对小学教师课程意识水平提出了更高要求。在此背景下,小学教师需突破“教学执行者”的单一角色,转向“课程开发者”与“课程研究者”的复合定位。唯有当教师突破“教书匠”的角色限定,真正成为“课程艺术家”,基础教育的育人效能才能得到根本性提升。对此,研究小学教师及其课程意识的生成阶段能够帮助教师不断提高自身课程能力水平,进而改进小学课程质量。本研究以质性研究为取向,采用个案研究法,以Y校和H校的三名教师及其课程意识的生成为研究对象,收集相关资料,提炼本土概念,探寻小学教师课程意识生成之谜。首先,通过对相关文献的梳理确定了教师课程意识的基本内涵和构成要素,并依据意识发展阶段理论和教师发展阶段论构建了小学教师课程意识生成的理论基础。其次,研究以叙事研究为手段,主要采用访谈法和实物分析法获取Y校和H校三名教师的相关资料,使用三级编码技术进行资料处理与分析,最终呈现三位小学教师课程意识生成过程、基本阶段以及影响小学教师课程意识生成的因素。研究表明,小学教师课程意识的生成是一个动态演进的过程。在本研究中,三位教师的课程意识呈现出稳步提升的趋势。他们在不同阶段对自身、课程及环境的认知,有效推动了其课程意识的逐步深化与完善。本研究基于对三位教师课程意识生成过程的分析与总结,发现小学教师课程意识的生成大致经历了“萌芽——觉醒——超越”三个基本阶段。此外,受教师个人经验、职业期望、学校环境等因素的影响,每位教师的课程意识生成体现出一定的独特性。基于上述分析与结论,研究从教师、学校及国家三个主体出发提出小学教师课程意识生成的建议:(1)构建专业发展的内生动力;(2)创设课程意识生长的制度环境;(3)完善课程意识培育的顶层设计。更多还原

【Abstract】 With the deepening of the reform of China’s basic education curriculum,the status of curriculum in the education system has been significantly improved,and the main position and professional autonomy of primary school teachers have received more and more attention,which has put forward higher requirements for the level of curriculum awareness of primary school teachers.In this context,primary school teachers need to break through the single role of"teaching executor"and turn to the composite positioning of"curriculum developer"and"curriculum researcher".Only when teachers break through the role of"teaching craftsmen"and truly become"curriculum artists"can the educational effectiveness of basic education be fundamentally improved.In this regard,studying the generation stage of primary school teachers and their curriculum awareness can help teachers continuously improve their own curriculum competence level,and then improve the quality of primary school curriculum.Based on qualitative research and case study method,this study took three teachers from schools Y and H and their curriculum awareness students as the research objects,collected relevant data,refined local concepts,and explored the mystery of curriculum awareness generation among primary school teachers.Firstly,this study determined the basic connotation and constituent elements of teachers’curriculum awareness through the combing of relevant literature,and constructed the theoretical basis for the generation of curriculum awareness among primary school teachers based on the theory of consciousness development stage and teacher professional development.Secondly,this study uses narrative research as a means,mainly uses interview method and object analysis method to obtain the relevant data of three teachers in Y school and H school,and uses three-level coding technology for data processing and analysis,and finally presents the basic stage of the formation of curriculum awareness of three primary school teachers and the factors affecting the curriculum awareness of primary school teachers.The research shows that the generation of curriculum awareness of primary school teachers is a dynamic evolutionary process.In this study,the curriculum awareness of the three teachers showed a steady improvement trend.Their understanding of themselves,the curriculum and the environment at different stages has effectively promoted the gradual deepening and improvement of their curriculum awareness.Based on the analysis and summary of the stories of the three teachers’curriculum consciousness generation,this study found that the generation of curriculum consciousness of primary school teachers has roughly gone through three basic stages:germination,awakening,and transcendence.In addition,due to the influence of teachers’personal experience,professional expectations,school environment and other factors,each teacher’s curriculum awareness generation reflects a certain uniqueness.Based on the above analysis and conclusions,this paper puts forward some suggestions for the generation of curriculum awareness of primary school teachers from the perspective of teachers,schools and the state:(1)constructing endogenous motivation for professional development;(2)creating an institutional environment for the growth of curriculum awareness;(3)Improve the top-level design of curriculum awareness cultivation.更多还原