论教师作为课程

【作者】 段鸿；

【导师】 陈永明；

【作者基本信息】 上海师范大学 ， 课程与教学论， 2013， 博士

【摘要】 在课程理论研究中,关于课程与教师的关系的研究经历了从“防教师”到教师作为“介入者”转变。20世纪初课程理论诞生,由于受科学理性主义思维范式的影响,这个阶段的课程理论是“防教师”的课程理论,这种课程理论是一种课程开发的范式。这种范式的基本特征是根据社会要求编制目标,教师必须按照固定的目标实施课程,因此,教师被目标所控制。教师缺乏主体性,只能在目标之后“亦步亦趋”。20世纪70年代,课程学家施瓦布对这种把教师排斥于课程之外的课程论展开批判,他认为,教师不是孤立于课程之外的存在,而是课程的有机组成部分,教师是课程的创生者、课程的主体。所以,他从自己实践课程的范式视野出发,提出了“教师是课程”的观点。20世纪70年代末,作为科学主义课程理论的拥护者、结构主义的典型代表布鲁纳,在其晚年的1977年也看到了教师个人知识对学生的影响作用,于是,他不得不承认,设计良好的课程使知识“免受教师渗透”而不被“污染”地传递给学生的观点是无稽之谈。20世纪90年代,日本著名教育学家佐藤学提出,在教学活动中,教帅不是一个纯粹的“中间人”,而应该是一个“介入者”,教师的伦理道德、经验学问和实践知识同样会对学生产生影响。我国学者钟启泉认为,任何设计良好的课程都需要教师去落实于课堂教学之中,从这个意义上说,“教师即课程”。所以本人基于上述思想,从学理上对这一命题展开论证。本文的论证主要从三个方面展开：一是通过对传统课程理论的考察,析出传统课程的“防教师”特征；二是对概念重建课程理论进行梳理,析出当代课程研究中对课程进行的开放、多元与情境化的特征；三是运用现象学、默会知识论、解释学等相关理论论证和说明教师作为课程的理由。第一章通过对课程的起源及课程论诞生以后课程理论发展脉络的分析,试图说明在工业化社会的传统课程论产生以前课程与教师的关系是一种相容关系,进入工业社会以后,课程论研究把教师从课程中隔离了出来,由此析出现代性语境中的传统课程是一种封闭、控制与“防教师”的课程。第二章分析了传统课程理论产生的理论背景和社会现实背景。主要表现为科技理性批判理论、行为主义心理学和工业化社会。第三章对由此形成的“防教师”课程的特点进行了总结。第四章重点分析了课程理论学者对“防教师”课程理论的批判。主要从两个方面入手,一是传统课程理论家对传统课程理论的批判,二是美国概念重建运动对传统课程理论的批判。目的是清理传统课程理论“防教师”特性,为自己观点出场奠定基础。第五章分析了概念重建运动在批判传统课程理论基础上提出的一些新观点,包括存在经验课程理论、女性主义课程理论以及批判课程理论,析出概念重建运动倾向于对课程从开放、多元与情境化的角度理解课程。这样传统课程理论“防教师”的防御之网就被撕开,以此说明教师走进课程的可能性。第六章、第七章分别用现象学、默会知识论、解释学来集中论证教师作为课程的必然性。由此彻底颠覆传统课程理论对课程与教师关系截然分离的观点,把课程看成是具有情境依从性、立场性、地方性和个人性,以说明教师的伦理道德、经验学问和实践知识也是课程的观点。更多还原

【Abstract】 The study of the relationship between curriculum and teacher has undergone a metamorphosis from the teacher-proof orientation to that of teachers as interveners. Curriculum theory, born in the beginning of20th century, and influenced by Scientific rationalism, focused at this stage on the curriculum with teacher-proof as its main concern, which is curriculum development-oriented. This paradigm is basically aimed to set up goals according to the social needs, and teachers are required to deliver the courses in accordance with the fixed objectives. Consequently, teachers are deprived of initiations and controlled by the objectives. This kind of curriculum paradigm foreclosing teachers was criticized in1970s by Joseph J. Schwab, a curriculum scientist, who maintained that teachers should be the initiator, the organic component of a curriculum, taking the role as the subject instead of being isolated. Hence, he put forward the idea that "the teacher is the curriculum" in his own teaching practice. In the late1970s, Jerome S. Bruner, the representative of structuralism, also the advocate of the scientific curriculum theory, realized teachers’influence on students and admitted the absurdity of offering the ideally designed courses to students without any intervention of teachers. In1990s, Sato Manabu, the renowned Japanese educationalist argued that teachers are supposed to take the role of a mediator instead of a mere intermediator, and that students are influenced by their teachers’ethical and moral value, experiential and practical knowledge. According to Zhong Qiquan, a Chinese scholar, the teacher is the curriculum in the sense that teachers are in need to implement the well-designed curriculum in classroom teaching practice. With these in mind, the present researcher aims to make a theoretical analysis of this issue.The present research is to approach the issue from three aspects:first, to summarize the features of the "teacher-proof orientation" by examining the traditional curriculum theories; second, to streamline the theories of reconceptualization with an aim to analyzing the openness, plurality and contextualization of the contemporary studies on curriculum; third, to give reasons in favor of the theory taking teacher as curriculum through relative theoretical explanations from phenomenology, tacit knowledge theory and hermeneutics.The dissertation begins with an analysis of the curriculum origin, the evolution of the curriculum theory after its emergence, with a view to clarifying the idea that curriculum and teacher are compatible before the birth of the traditional curriculum theory in the industrialized world, that the curriculum study isolates teachers from curriculum in the industrialized world. Based on the above analysis, the dissertation comes up with an idea that the traditional curriculum system in the current background is closed, controlled and teacher-proof. Chapter2offers a sketch of the theoretical and the current social backgrounds of the traditional curriculum theory, which are mainly represented by the rationalistic criticism of science and technology, behaviorist psychology and industrialized society. Chapter3summarizes the major features of the curriculum designed according to the teacher-proof theory. Chapter4aims to criticize the teacher-proof theory in order to establish a solid foundation on which the researcher’s view is to be presented by way of analyzing the criticisms of the traditional teacher-proof theory by curriculum theorists and by American traditional reconceptualization. Chapter5analyzes some new ideas that come with the criticisms of the traditional curriculum theories by reconceptualization advocates. These ideas include the Currere theory, the feminist curriculum theory and the critical curriculum theory, which offer an understanding of curriculum from the perspectives of openness, plurality and contextualization held by the reconceptualization theory. Thus, such an understanding will veto the teacher-proof theory, making teacher as curriculum possible and acceptable. The last two chapters focus on the elucidation of the necessity of teacher as curriculum using phenomenology, tacit knowledge theory and hermeneutics in order to completely subvert the traditional curriculum theory that teachers are distinctly isolated from curriculum. The present researcher thus comes up with the idea that curriculum should be context-dependent, positional, regional and individualistic, and teachers’ethics, experiential and practical knowledge should also be an indispensible part of curriculum.更多还原