摘要
对课程与教师关系的关注和反思,反映了研究者关于课程研究和教师研究的思考深度。受到西方课程理念和课程改革经验的启示,我国对二者关系模式的研究经历了范式转换,即从"分离"转向了"整合"范式。相应的,教师从课程的"工具"和"附庸"角色向"自觉反思""、理解对话""、共生""、抵制"、"教师即课程"关系模式转变。
The attention and reflection to the relationship between curriculum and teachers reflected the deepness of researchers＂ thought about study on curriculum and teachers. Inspiring by western curriculum view and reform experiences, study on the relationship model between the two in China has experienced paradigm transformation of from separation to integration. Accordingly, teachers have transformed from the role of ＂tools＂ and ＂appendage＂ to ＂sensible reflection＂, ＂understanding and dialogue＂, ＂symbiosis＂, ＂rejection＂ and ＂teachers are courses＂.
出处
《职业技术教育》
2008年第31期40-45,共6页
Vocational and Technical Education
关键词
课程
教师
关系模式
teacher
curriculum
relationship model
