农村小学教师在课程实施中的权力研究

发布时间：2018-04-18 10:22

本文选题：课程权力 + 课程实施　；参考：《四川师范大学》2015年硕士论文

【摘要】：教师的课程权力教育民主化,同时也是对教师权益关注的体现,更是我国新一轮基础教育课程改革的核心理念之一,已经成为了当前课程实践中存在的重要问题。但是权力不能单独存在,权力来源于权利,所以本研究会结合法学上“权利”的概念,从权力-权利和谐共存,理性发展的角度来审视课程权力。本研究将课程权力作为研究对象,针对农村小学教师课程实施中存在的权力现象和问题,探讨农村小学教师课程赋权的可能。本研究总共可以分为五个部分第一部分主要是对课程权力问题提出的背景与现有研究的整合做一个系统的论述。对农村小学教师课程权力的研究不仅仅是新课改中三级课程提出的新要求,也是促进农村校本课程发展的关键因素。本研究旨在掌握农村小学教师在课程实施中的权力现象,同时也帮助农村小学教师更加清楚地认识自身的课程权力,合理地运用权力促进课程发展。第二部分根据过去研究成果,从教育学,法学多个角度出发,对本研究的关键概念进行界定,包括权力,课程权力,课程实施与农村小学,更加明确本研究的对象与内容。第三部分本部分重点论述了农村小学教师实现课程权力的前提即教师的赋权。首先是对“教师赋权”的概述,即何为“教师赋权”,明确“赋权”是一种过程,同时需要靠内外部的力量推动,然后就对目前教师赋权的内外部力量来分别论述,即国家层面赋予教师权利与教师个人正确行使权力需要共同努力。最后结合权力-权利范畴,提出了理想的教师赋权状态即法律赋予恰当的权利,教师正确理解,合理运行权力。第四部分本研究从实证角度出发,选取四川省100名小学教师进行问卷调查和访谈,主要调查了农村小学教师在课程权力(利)的认知需求,课程内容权力,教材权力,教学反思,开发课程等方面的权力现象。在实证基础上分析目前农村小学教师课程实施中存在的权利现象,权力问题。第五部分根据调查结果,结合农村小学教师的特点,本部分提出了农村小学教师实现课程实施赋权的优势和劣势,虽然行政政策比较宽松,学校管理干涉也较少,但是依然存在着法律权利模糊,个人能力不足与教学设备较差的问题。根据这些现象最后提出了实现权利(力)应该具备的外部和内部条件。即国家法定赋权,促进农村学校自身发展以及教师自我提升。
[Abstract]:The democratization of teachers' curriculum power education is also the embodiment of teachers' rights and interests. It is also one of the core ideas of the new round of basic education curriculum reform in our country. It has become an important problem in the current curriculum practice.But the power cannot exist alone, the power comes from the right, therefore this research will combine the law "right" concept, from the power-right harmonious coexistence, the rational development angle to examine the curriculum power.This study takes curriculum power as the object of study, and discusses the possibility of curriculum empowerment of rural primary school teachers in view of the power phenomenon and problems existing in the curriculum implementation of rural primary school teachers.This research can be divided into five parts. The first part is a systematic discussion on the background of curriculum power and the integration of existing research.The research on the curriculum power of rural primary school teachers is not only the new requirement of the three-level curriculum in the new curriculum reform, but also the key factor to promote the development of the rural school-based curriculum.The purpose of this study is to grasp the phenomenon of rural primary school teachers' power in curriculum implementation, and at the same time to help rural primary school teachers to understand their curriculum rights more clearly and to use them reasonably to promote curriculum development.The second part defines the key concepts of this study from the perspectives of pedagogy and law, including power, curriculum power, curriculum implementation and rural primary schools, and clarifies the object and content of this study.The third part focuses on the rural primary school teachers to realize the premise of curriculum power, that is, the empowerment of teachers.The first part is an overview of "teacher empowerment", that is, what is "teacher empowerment", and it is clear that "empowerment" is a process that needs to be driven by internal and external forces, and then the internal and external forces that empower teachers at present are discussed separately.That is to say, it is necessary to make joint efforts to grant teachers' rights at the state level and to exercise their rights correctly.Finally, combining the category of power and right, the paper puts forward the ideal state of teachers' empowerment, that is, the right given by law, the teachers' correct understanding and the reasonable operation of power.The fourth part of the study from an empirical point of view, selected 100 primary school teachers in Sichuan Province for questionnaires and interviews, mainly investigated the rural primary school teachers in the cognitive needs of curriculum power (interest), curriculum content power, the power of teaching materials.Teaching reflection, development of the curriculum and other aspects of the power phenomenon.On the basis of empirical analysis, this paper analyzes the phenomenon of right and the problem of power in the curriculum implementation of rural primary school teachers.In the fifth part, according to the investigation results and the characteristics of rural primary school teachers, this part puts forward the advantages and disadvantages of implementing curriculum empowerment for rural primary school teachers. Although the administrative policy is relatively loose, the school management interference is also less.However, there are still some problems such as vague legal rights, insufficient personal ability and poor teaching equipment.According to these phenomena, the external and internal conditions for the realization of rights are put forward.That is, the national statutory empowerment, to promote the development of rural schools and teachers self-promotion.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

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