摘要
20世纪90年代以来，美国中小学的课程改革逐步形成了以学科为中心的多学科课程、以各学科共有的学习内容为中心的跨学科课程和以学生的疑问与兴趣为中心的超学科课程等基本模式，从而对教师角色提出了由单一型向综合型转换的要求。教师不再仅仅是知识的传授者、课程的执行者和唯一的指导者，而且也是多元知识的汲取者、课程生成的开发者和指导课程的合作者。应进一步强化教师的课程意识，赋予教师充分的课程权力，重建教师共同分享彼此价值、沟通思想、同伴互助的合作文化。
Along with interdisciplinary activity thriving in the 1990s, the Amerman primary anu secondary schools＇ interdisciplinary curriculum forms gradually, including multi-disciplinary curriculum centering on disciplinary, cross-disciplinary curriculum centering on mutual content of each discipline and the super-curriculum centering on students＇ questions and interest. These new modes call for the change of a teacher＇s role from the single to the comprehensive. Teachers are no longer the knowledge initiator, the curriculum performer and the only instructor, but the learners of multiknowledge, the curriculum generation developers and the curriculum guide partners. In the meanwhile, we should cultivate teachers＇ curriculum awareness, give teachers the curriculum power and construct teacher cooperative culture.
出处
《课程．教材．教法》
CSSCI
北大核心
2010年第2期109-112,共4页
Curriculum，Teaching Material and Method
基金
全国教育科学“十一五”规划2008年度教育部规划课题《基于专业自主的教师专业发展研究》成果之一,教科规办函[2008]013号,课题批准号:FHB080514
关键词
跨学科课程
课程模式
教师角色
角色重构
interdisciplinary curriculum
curriculum mode
teachers＇ role
role reconstruction
