小学教师课程创生的学校文化生态研究

发布时间：2018-05-17 13:42

本文选题：小学教师 + 教师课程创生　；参考：《西南大学》2017年硕士论文

【摘要】：基础教育课程改革的深入发展,呼唤教师成为主动探索、实践和反思的课程创生者。教师是处于学校场域中具有生命自主性的“文化人”,良好学校文化生态是促进教师课程创生的精神动力和价值支持。因此,探析教师课程创生的学校文化生态,营造“会创生、愿创生、敢创生”的学校课程创生文化氛围,对于教师自主建构合理的课程创生内部能量系统,实现教师课程创生从“自为”走向“自觉”,具有重要的价值和意义。本研究旨在以“文化生态”作为切入点,关注教师个体、教师所处文化氛围、教师所处的生态环境在教师课程创生中的作用机制,重建课程创生中“人的维度”,认为教师的课程创生需立足于和谐共生的学校文化生态,依托于合作互助的教师群体文化。本研究主要采取文献分析法,对教师课程创生、文化生态和学校文化生态研究现状进行了系统梳理,在此基础上分析其内涵与特征,提出教师课程创生与学校文化生态的理论基础。选取重庆市J小学作为案例学校,采用个案分析法、访谈调查法和实物分析法对J小学教师课程创生的学校文化生态图景进行深入剖析,得出模型建构的基本文化生态要素。最后,运用系统分析法构建了小学教师课程创生的学校文化生态模型,并进一步探讨该模型的构成要素和运行机制。本文主要包括以下几个部分:第一部分,导论。主要阐明了研究的缘起,系统地梳理和分析了国内外关于教师课程创生、文化生态与学校文化生态的研究现状,并在此基础上提出本论文的研究设计,包括研究的目的、意义、思路、方法、研究假设以及案例学校的选取。第二部分,分析教师课程创生与学校文化生态的内涵与特征。首先阐述了教师课程创生的内涵,论述了教师课程创生具有自觉性、批判性和文化性等特征。其次,从文化生态的内涵入手,阐明了学校文化生态的内涵,探讨了学校文化生态的三种类型:适应型、规约型和创生型。最后,分析了基于教师课程创生的学校文化生态具有整体生成性、多元开放性、兼容并包性和互动共生性等特征。第三部分,介绍教师课程创生与学校文化生态的理论基础。本部分主要探讨了文化生态理论、组织行为学理论、共生理论和群体动力学理论的主要内容以及各理论对教师课程创生与学校文化生态的启示。第四部分,实地调查重庆市J小学教师课程创生的学校文化生态。该部分从学校文化生态的内外部生境入手系统探讨重庆市J小学教师课程创生的学校文化生态图景。一方面,从学校课程文化、课堂文化、教师文化、学生文化四个方面观照教师课程创生的学校文化生态内部生境。另一方面,从社会文化、家长文化、社区文化和学区文化四个方面来审视其外部生境,从而总结出基于学校文化生态的J小学教师课程创生文化转型,主要表现为:教师的课程观念由单一封闭走向多元开放,课程角色由忠实执行者走向反思建构者,课程实施从工具理性走向文化理性。第五部分,剖析小学教师课程创生的学校文化生态价值追求。该部分旨在厘清教师课程创生与学校文化生态的内在逻辑关联:学校文化生态是激发教师课程创生的原动力,教师课程创生促进良好学校文化生态的培育。并指出基于学校文化生态的教师课程创生包含了植根教师课程创生的现实文化生境,追寻教师课程创生的合作交往氛围,秉持教师课程创生的良性交互创生,彰显教师课程创生的文化自觉品性等价值规定。第六部分,构建小学教师课程创生的学校文化生态模型。该模型的构成要素分为基础性要素、生成性要素和内生性要素,其中基础性要素由社会文化生态子系统、课程文化生态子系统、课堂文化生态子系统组成,生成性要素包括教师文化生态子系统和学生文化生态子系统,内生性要素则包括文化生态主体自我更新的理念自觉、多维融合的素养自觉和文化实践的能力自觉等多重自觉,三个要素之间相互作用、相互依存,遵循互动、稳定、共生的运行机制,发挥学校文化生态系统的整体效应,以强大文化合力激发教师课程创生的文化自觉。
[Abstract]:The in-depth development of the curriculum reform of basic education calls for the teachers to be the initiator of the initiative exploration, practice and reflection. The teachers are the "cultural people" with life autonomy in the field of the school, and the good school culture ecology is the spiritual motive and value support to promote the creation of Teachers' curriculum. Cultural ecology is of great value and significance for teachers to create a cultural atmosphere of "creating life, creating life and creating a life", which is of great value and significance for teachers to construct a rational internal energy system for the creation of a reasonable course, and to realize the "self" from "self" to "self-consciousness". The teacher's individual, the cultural atmosphere of the teacher, the role mechanism of the teacher's ecological environment in the creation of the teacher's curriculum, the reconstruction of the "human dimension" in the course creation, that the teacher's curriculum creation should be based on the harmonious and symbiotic school culture ecology, and rely on the group culture of cooperation and mutual assistance. The research mainly adopts the literature analysis method, This paper systematically reviews the present situation of teacher curriculum creation, cultural ecology and school culture ecology. On this basis, it analyzes its connotation and characteristics, and puts forward the theoretical basis of teacher curriculum creation and school culture ecology. It selects the J primary school in Chongqing as a case school, using case analysis method, interview survey method and physical analysis method to J primary school teaching. The basic cultural and ecological elements of the model are deeply analyzed and the basic cultural and ecological elements of the model are obtained. Finally, the system analysis method is used to construct the school cultural ecological model of the primary school teachers' curriculum creation, and the elements of the model and the operating mechanism are further discussed. The main part of this paper is the following parts: first Part, introduction, mainly clarifies the origin of the study, systematically combs and analyzes the domestic and foreign research status about the creation of teacher curriculum, cultural ecology and school culture ecology, and on this basis puts forward the research design of this paper, including the purpose, significance, thought, method, hypothesis and selection of case schools. Second parts. The connotation and characteristics of teacher curriculum creation and school culture ecology are analyzed. First, the connotation of teacher curriculum creation is expounded, and the characteristics of teachers' curriculum creation are characterized by self-consciousness, critical and cultural characteristics. Secondly, from the connotation of cultural ecology, the connotation of school culture life is clarified, and three types of school cultural ecology are discussed. In the third part, the third part introduces the theoretical basis of teacher curriculum creation and school culture ecology. This part mainly discusses the theory of cultural ecology and organization. The main contents of behavioral theory, symbiotic theory and group dynamics theory as well as the Enlightenment of each theory to the creation of teacher curriculum and school culture ecology. The fourth part is to investigate the school culture ecology of the J primary school teachers in Chongqing. This part discusses the J primary school from the internal and external habitats of the school culture ecology. On the one hand, from the four aspects of school curriculum culture, classroom culture, teacher culture and student culture, on the one hand, the inner habitats of the school culture ecology of the teachers' curricula are observed. On the other hand, the external habitats are examined from four aspects: social culture, parents' culture, community culture and school district culture. This paper summarizes the transformation of the J primary school teachers' creative culture based on the school culture ecology. The main manifestations are: the curriculum concept of teachers from a single closed to multiple open, the role of the curriculum from the faithful to the rethinking constructor, the curriculum implementation from the tool reason to the cultural rationality. The fifth part is to analyze the school text of the primary school teachers. The purpose of this part is to clarify the inner logical relationship between the teacher's curriculum creation and the school culture ecology: the school culture ecology is the motive force to stimulate the teacher's curriculum creation, and the teacher's curriculum creation promotes the cultivation of the good school culture ecology. Cheng Chuangsheng's realistic cultural habitat seeks the cooperative communication atmosphere of the teacher's curriculum creation, holds the positive interactive creation of the teacher's curriculum creation, highlights the cultural consciousness of the teacher's curriculum creation and other values. The sixth part, constructs the school culture model of primary school teachers' curriculum creation. The elements of the model are divided into basic needs. The basic elements are composed of the social culture ecological subsystem, the curriculum culture ecosystem and the classroom culture ecology subsystem. The generative factors include the teacher culture ecological subsystem and the student cultural ecology subsystem, and the endogenous factors include the concept of the self renewal of the cultural and ecological subjects. Sense, multi-dimensional integration of the accomplishment consciousness and cultural practice ability consciousness and so on multiple consciousness, the three elements interact, depend on each other, follow the interactive, stable, symbiotic operating mechanism, play the overall effect of the school cultural ecosystem, and stimulate the cultural consciousness of the teaching teacher's curriculum creation by the strong cultural joint force.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.3

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