从表演到表现:课程改革与教师教学个性生成——知识观演变的视角

From Acting to Performance: Curriculum Reform and The Generation of Teachers' Personality

知识观不仅决定了教师在课程知识面前的态度,也影响了教学活动开展的方式方法以及教师个体在教学过程中的"自我"展现。传统课程强调知识的客观性、普适性,教学目的即知识传承,教学过程即知识再现与舞台表演,教学方式注重事前预设与模式搬运,教师教学个性受到抑制。建基于新知识观上的课程改革,宣扬课程知识的个体性、情境性和生成性特征,因而教学目的转变为知识的创造,教学过程转变为知识生成与生命表现,教学方式侧重于及时行动与因地制宜,教师教学个性得以生成。

The view of knowledge not only determines the attitude of teachers to curriculum knowledge, but also affects the ways and means to carry out teaching activities as well as ＂self＂ show of individual teachers in the teaching process. Traditional curriculum emphasizes the objectivity and universality of knowledge, purpose of teaching being the transmission of knowledge, teaching process being knowledge representation and stage acting, teaching methods focusing on pre-default and mode of transportation, teachers＇ personality is suppressed. The curriculum reform that based on a new view of knowledge, advocates individual, situational and generating features of curriculum knowledge , thus the purpose of teaching is changed into creation of knowledge, the teaching process is changed into generation of knowledge and performance of life, teaching methods emphasis on timely action and suit one＇s measures to local conditions, teachers personality could be generated.