课程改革背景下的教师课程执行力研究

发布时间：2018-06-28 21:53

本文选题：课程改革 + 教师　；参考：《上海师范大学》2011年博士论文

【摘要】：课程是实现教育目的的重要途径,学校教育的全部实践都是以课程为轴心展开的。因此,课程改革也就成为了教育改革的重头戏。改革往往伴随着耳目一新、震撼力较强的思想理念,但最终能否落实,还是要依赖于课堂教学是否发生了相应的变化。否则,即使是再完美的课程方案,也只能止步于美好的设想而已。我国目前正在进行的基础教育课程改革,无论是在理念倡导还是政策的制定上都有了很大的变革。首先,“以人为本”改革理念的提出,将学生从灌输知识的“容器”转为能动的个体。正如人本主义所言,人是一个生命的个体,每个生命都有自己发展的基点,也都有适合于自己发展的路径。其次,课程权力的进一步下放,尤其是三级课程管理制度的提出,使从未有过课程自主权的教师,有了自己发挥的空间,不再只是课程方案的被动执行者,而且也是课程的主动建构者。这些都为此次基础教育课程改革描绘了一副美好的画面：教师开开心心地教,学生快快乐乐地学。但在教学实践中,却与之相差甚远。也许会有这样的理由或是那样的理由,但无论外界是什么样的状况,课程改革最终还是要落实在课堂上,对学生产生改革预期的效应,才是改革的目的所在。教师作为课堂层面的重要主体,是课程的直接执行者,他们是否有将这些课程方案执行下去的能力是课程改革能否有效达成的关键。因此,鉴于教师课程执行力的重要意义以及当前的现实需求,对教师课程执行力进行研究已迫在眉睫。本研究力图分析教师课程执行力的主要构成要素,以及影响因素,并针对性地提出提升教师课程执行力水平的一些途径。具体说来,全文共分六个部分：第一章绪论部分介绍本研究的选题缘由,梳理并归纳国内外有关教师课程执行力以及与教师课程执行力相关的研究现状和存在的不足,阐述研究的意义、思路与方法。第二章核心概念界定及理论基础。本章主要是对论文中涉及的一些核心概念进行界定,并对与研究相关的主要的理论基础进行说明。在本研究中,主要是基于系统科学理论、建构主义理论、成人学习理论等理论话语对教师课程执行力,尤其是对当前教师课程执行力进行研究。第三章教师课程执行力的演变轨迹及价值诉求。有方案就有执行的存在,教师课程执行力既因文化传承而相互关联,又因社会发展而有所不同,考察其演变轨迹有助于加深对当前教师课程执行力的认识。教师课程执行力在课程改革目标达成中具有重要价值。对学生而言,教师课程执行力有助于培养他们创新精神和实践能力；对学校而言,教师课程执行力有助于学校内涵的提升；对教师而言,有助于拓展他们自主发展的空间；对课程而言,教师作为课程开发者和建设者,其课程执行力有助于教师主动适应课程,建构课程,促进课程发展。通过论述教师课程执行力与上述内容之间的内在关系,旨在揭示教师课程执行力的重要性所在。第四章课程改革背景下教师课程执行力的内容建构。当前课程改革强调教育情境本身的复杂性及基于情境的教师课程执行,教师课程执行力的内容也相比传统而言更加丰富。本文从教师课程执行的整个系统过程,即理解——设计——实施思路出发,认为教师课程执行力主要有以下内容：教师的课程理解能力、教材的二次开发能力、基于课程标准的教学设计能力、课堂教学实施能力等,并对各个能力部分进行解读。第五章影响教师课程执行力的因素分析。影响教师课程执行力的因素来自于多方面,本文将这些因素归类为教师个体因素和外部因素,个体因素主要集中于教师的信念、惯习、情绪等方面；外部因素主要是从政策文本本身、校长的课程领导、学校文化等方面进行论述,旨在揭示这些因素缘何对教师课程执行力产生影响。第六章提升教师课程执行力的途径。针对教师课程执行力的研究,最终还是在于如何提升教师的课程执行力,以促进课程改革目标的有效达成。本文从发展性环境、支持性环境两方面提出提升教师课程执行力的具体策略。
[Abstract]:The course is an important way to realize the educational purpose . All the practice of the school education is carried out in the course of the curriculum . Therefore , the reform of the curriculum becomes the most important part of the educational reform . The reform is often accompanied by a new and strong ideological concept , but it depends on whether the classroom teaching has changed accordingly . Otherwise , even if it is a perfect course scheme , it can only stop the good idea .

This research attempts to analyze the main elements of curriculum implementation and the influence factors , and put forward some ways to improve the level of teachers ' curriculum execution .

In the first chapter , the introduction part introduces the causes of the research , sorts out and induces the research actuality and deficiency of the teachers ' curriculum execution ability at home and abroad , and related to the teacher ' s curriculum execution force , expounds the significance , thought and method of the research .

Chapter 2 defines the core concept and the theoretical basis . This chapter mainly defines some core concepts involved in the thesis , and explains the main theoretical basis related to the research . In this study , the author mainly studies the teachers ' curriculum execution based on the theory of systematic science , constructivist theory and adult learning theory .

The third chapter is about the evolvement track and the value demand of the teacher ' s curriculum executive ability . There are some programs , which are related to the cultural heritage and the social development . The course of the teacher ' s curriculum is important to the achievement of the current teacher ' s curriculum . The teachers ' curriculum execution ability helps to cultivate their creative spirit and practical ability .
For the school , the teacher ' s curriculum execution helps to promote the connotation of the school ;
For teachers , it is helpful to expand the space of their own development ;
As a curriculum developer and builder , the curriculum execution ability helps teachers to adapt to the course , construct the curriculum and promote the development of the curriculum . Through discussing the intrinsic relationship between the teachers ' curriculum execution and the above - mentioned content , the purpose of this paper is to reveal the importance of the teacher ' s curriculum execution .

In the context of curriculum reform , the content construction of the teachers ' curriculum executive ability is emphasized . The current curriculum reform emphasizes the complexity of the educational situation itself and the implementation of the teacher ' s curriculum based on the situation . The content of the teacher ' s curriculum execution is more abundant than that of the traditional curriculum . In this paper , the author thinks that the teacher ' s curriculum comprehension ability mainly includes the following contents : the teacher ' s curriculum comprehension ability , the secondary development ability of the textbook , the teaching design ability based on the curriculum standard , the ability of the classroom teaching implementation , etc . , and interprets each capability section .

The fifth chapter analyzes the factors that influence the execution of teachers ' curriculum . The factors that influence the implementation of teachers ' curriculum are from many aspects . This paper classifies these factors as teachers ' individual factors and external factors , and the individual factors focus on teachers ' beliefs , habits and emotions .
The external factors are mainly discussed from the policy text itself , the principal ' s curriculum leadership , the school culture , etc . The purpose of this paper is to reveal the influence of these factors on the teacher ' s curriculum execution .

The sixth chapter is the way to improve the teachers ' curriculum execution ability . In the light of the research of the teachers ' curriculum execution ability , it is ultimately how to improve the teacher ' s curriculum execution ability , so as to promote the effective achievement of the curriculum reform goal . This paper puts forward the concrete strategy to improve the teachers ' curriculum execution ability from the development environment and the supportive environment .
【学位授予单位】：上海师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G423

【相似文献】