权力、协商与教师的课程决策

Power,Negotiation and Teachers' Curriculum Decision-making

目前有关教师课程决策的研究主要集中在教师参与决策过程中的权利或专业能力等领域,却忽视了最终真正影响教师课程决策质量的并不是教师在课程开发中被制度性赋予的权利或教师执行权利的能力,而是教师在决策过程中所争取到的包含政治和专业因素在内的综合性权力。合理的教师课程决策过程必须在教师与参与决策的各方权力主体的相互协商中得到落实,而协商过程的合理性在实践和批判这两种立场下具有不同的评判标准。

At present, the research on teachers＇ curriculum decision-making pays much attention to teachers＇ rights and professional ability during the process of decision-making. However, it neglects the truth： it is the comprehensive right including politic and professional factors won by teachers during the process of decision-making not their right endowed by system in curriculum development or teachers＇ right implementation ability that finally influences the quality of teachers＇ decision-making. Reasonable teachers＇ decision-making process has to be carried out through teachers＇ negotiation with other subjects of right, and the reasonability of negotiation process can be evaluated by different judging standards in practice-oriented and criticism-oriented perspectives.