教师课程与教学理论学习的时空及过程

Focus on the Time,Space and Process of Curriculum and Instruction Learning for Teachers

教师的课程与教学理论学习,以组织方的不同可以区分为以下两种情况:一是政府教育主管部门、学校管理者等组织教师进行学习;二是教师自我组织、主动地学习。本文把前一种方式称为"外在",后一种方式称为"内在"。基于"外在"和"内在"两个维度,教师课程与教学理论学习的时间、空间和过程被分化为外在时间和内在时间、外在空间和内在空间、外在过程和内在过程。这六个方面既有各自的特点,又相互作用。据此,提升教师课程与教学理论学习有效性的策略表现在:时间统筹规划,布局科学;空间综合利用,合作拓展;过程设计灵活,关注教师个体;注重"外在"和"内在"协调统一,和谐共生。

Referred to the different organizers as distinctive standards, two situations in curriculum and instruction learning for teaeher are divided. First, the educational authorities, school administrators etc. organize teachers to learn. Second, teachers will learn by themselves initially. In this paper, the former is called the ＂external＂, and the latter is called the ＂internal.＂ Base on the two latitudes ＂external＂ and ＂internal＂, the time, space and proccss of curriculum and instruction learning for teacher are divided into external time and interual time, external space and internal space, external processes and internal processes. Each of the six aspects is its own characteristics and it also interact each other. Accordingly, the effective strategies to enhance curriculum and instruction learning for teacher include： Time should be planed as a whole and arranged with a science way. Space should be used synthetically and developed cooperatively. Process should be designed flexibly and concern individual teachers. In order to be more effective, external and internal latitude should be coordinated together, and develop harmoniously.