教师课程权力与其“合理性”辨析——兼及“防教师”课程范式之批判

Discrimination on Teachers＇Powers of Curriculum and Its ＂Reasonableness＂ ： And Criticism of ＂Anti - teacher＂ Program Paradigm

在新课程改革背景下，教师课程权力已通过法律、法规等社会规范加以确定，具有了一定的“合法性”。为给教师课程权力存在的“合理性”提供充分的依据，在此，从关系来源和价值层面对其“合理性”问题进行辨析，力求建构起教师课程权力的连贯认知，形成社会价值的广泛认同。摒弃“防教师”的课程发展范式，使教师从工具理性的束缚中解脱出来，从而把先进的课程理念和愿景转化为具体实践，促进学习者全面发展、教师专业成长和课程变革。

Under the new curriculum reform, the teachers＇ curriculum authority has to be deter- mined by the laws, regulations and other social norms, and has a certain ＂legitimacy＂ . This essay discriminates the ＂reasonableness＂ issue between the relationship source and the value to provide a sufficient basis for the ＂reasonableness＂ of the teachers＇ curriculum authority, seeks to construct a coherent cognitive on teachers＇ power, and formats a widely reorganization of its social value. Thus, we should try to abandon the ＂anti - teacher＂ in curriculum development paradigm, freed from the bondage of instrumental rationality, bring the advanced curri culum ideas and vision into concrete practice, and promote the comprehensive development of the learners, teachers＇ profes- sional development and the curriculum change.