教师专业主义的再认与重建——英国课程改革背景下“基于课程要素”的分析框架

Re-consideration and Re-construction of Teacher Professionalism:An Curriculum Components Based Analysis Framework in the Context of the National Curriculum Reform in England and Wales

实践中,只有基于课程内容、课程方法、课程形式与课程评价等课程四要素,教师专业主义才能被适当地认识与理解。英国教师专业主义一度曾受到不同程度的影响,但随着改革的不断深入,教师对国家课程法定要求的日渐熟知、课堂教学的成功经验等均有助于提升教师的专业自信,拓展教师专业自主权的空间。透视这一主题,对于开展我国教师专业主义研究,具有重要的启示意义。

In practice only through curriculum components, i.e. curriculum content, curriculum method, curriculum form and curriculum assessment, can teacher professionalism be properly understood. Teacher professionalism in England was constrained more or less. Yet as the national curriculum reform deepens and the growing familiarity with its legal requirements and the experience of successful classroom teaching will serve to enhance teachers＇ confidence and allow them to expand professional autonomy space. The study of the theme is of great significance to China＇ s teacher professionalism.