【作者】 肖庆顺；

【导师】 靳玉乐；

【作者基本信息】 西南师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 教师参与课程发展既是理论的问题，也是实践的问题，20世纪50、60年代世界主要发达国家基础教育课程改革运动之后这一问题引起了人们普遍关注与思考，随着我国基础教育课程改革不断深入，人们开始关注我国基础教育中教师参与课程发展问题。本研究在吸收和借鉴他人研究成果基础上，运用文献分析、逻辑思辨等方法，从课程角度对教师参与课程发展的内涵、历史脉络及意义进行了考察，分析了教师参与课程发展涉及的理念变化，在此基础上提出了教师参与课程发展的有关策略，最后对我国基础教育课程改革中教师参与课程发展中存在的问题进行了分析，对未来的发展进行了展望。 本研究对教师参与课程发展有关概念的内涵进行了考察，认为教师参与课程发展就是教师有意识的、全程性的、主动的、合作的介入课程决策、课程目标的确定、课程内容的选择和组织、课程实施、课程评价、课程管理等一系列活动。对教师参与课程发展的历史脉络进行考察可以看出，教师与课程的关系经历了两者浑然一体到分化、再到融合的过程。教师参与课程发展的意义表现在：它是课程改革成功的重要保障；可以促进课程发展；有利于促进教师专业发展和成长。 教师参与课程发展涉及到课程发展理念的变化，主要是课程决策、课程目标的确定、课程内容的选择和组织、课程实施、课程评价、课程管理理念的变化，本研究对这些理念变化进行了详尽的分析，在此基础上提出教师参与课程发展应采取的有关策略，政策层面的策略是赋予教师参与课程发展的权力；完善师资培训机制，促进教师成长。教师应采取的策略是提高参与课程发展的理论素养与能力；培植合作精神，开展交流与合作；开展课程行动研究。 我国基础教育课程改革中教师参与课程发展在实践中存在一些问题，理论认识方面存在一些偏差，本研究对这些问题及偏差进行了分析，并对教师参与课程发展问题进行了展望：加强教师参与课程发展问题研究；深化课程行政管理体制改革：实现教师参与由行政一组织层面到专业一技术层面的转换；课程发展作为教师发展；加强教育理论者、专业人员与教师之间的合作；克服教师参与课程发展的困难与局限。更多还原

【Abstract】 Teachers’ participation in curriculum development is both a theoretical and practical question, which has caused extensive concern after basic educational curriculum reform in mainly developed countries in 50’s and 60’s in 20th century. With the development of Chinese basic educational curriculum reform, teachers’ participation in basic educational curriculum reform in our country has begun to attract people’s attention. By using documental analysis and logical speculation based on the achievements in others’ research, we study the connotation, the historical context and the significance of teachers’ participation in curriculum development from curriculum aspect, analyze the idealism change of teachers’ participation in curriculum development, then put forward some strategies about teachers’ participation in curriculum development. At last, we analyze the problems exists in teachers’ participation in basic educational curriculum reform and make expectation for its development in future.After analyzing the connotation of related concept, we think that teachers’ participation in curriculum development refers to teachers consciously, whole-processing, initiatively and cooperatively intervene curriculum decision-making, curriculum objects’ confirmation and curriculum contents’ selection and organization, curriculum implementation, curriculum evaluation, and curriculum management, and so on. By studying the historical context of teachers’ participation in curriculumdevelopment, we think the relation between teachers and curriculum has exercised such a process as the integral whole, differentiation and integration. The significance of teachers’ participation in curriculum development as follows: it can guarantee the success of curriculum reform and promote curriculum’s development and teachers’ professional development.Teachers’ participation in curriculum development involves the idealism change of curriculum development, especially of curriculum decision-making, curriculum objects’ confirmation and curriculum contents’ selection and organization, curriculum implementation, curriculum evaluation and curriculum management. Based on the analysis above, we put forward the strategies of teachers’ participation in curriculum development. For the policy, we should give teachers the rights to participate in curriculum development and perfect teachers resource training organism. For the teachers, they should advance the theoretical literacy of teachers’ participation in curriculum development, cultivate cooperative spirit, carry out communication and cooperation and curriculum action research.The last part points out the problems existing in teachers’ participation in curriculum development and look forward to the curriculum development. The results as follows: we should strengthen the study on teachers’ participation in curriculum development, deepen curriculum administration management organism reform, turning the teacher from administration-organization to profession-technique, take curriculum development as teacher development, strengthen the cooperation between educational theorists, experts and teachers, and conquer the difficulty and limits of teachers’ participation in curriculum development.更多还原