“后课改时代”下教师教学观念的自觉

The Conscious of Teachers' Teaching Conception under“Post-curriculum Reform Area”

"后课改时代"是教师的教学观念自觉而澄明的时代。然而,现实的教育场景中,教师仍然有着僵化的课程理解、淡薄的自主意识、模糊的角色定位等"被动无觉知成长"的教学观念。现象的背后揭示出,教师教学惯习的价值背离、"外围压制"的霸权介入、传统文化的"非主流"浸入成为教师教学观念自觉的阻隔。保障"后课改时代"下教师教学观念自觉生成的有效路径,就是要形成反思性教师文化的的自觉意识、建立"教学研"一体化校本教学制度、增强教师的课程决策力。

The ＂post-curriculum reform area＂, is the period that conscious of teachers＇ teaching. However, The reality of education scence, from curriculum conscious to professional development, the teacher is still in ＂passive-awareness growth＂ under the concept of teaching . Such an the rigid of curriculum understanding, the faint of independent consciousness, the fuzzy of role. Behind the phenomenon reveals, promoting the conscious of teaching＇s teaching conception, are mainly by the sustainable development of school culture, initative of teaching cognitive schemata, conditions for the integration of balancing mechanisms, such as powers and responsibilities. However, the value deviation of teaching habitus, the hegemonic intervention of ＂peripheral suppression＂, the ＂non- mainstream＂ immersion of traditional culture become the barrier of teachers＇ teaching conception.The effective strategy of generation of the teachers＇ teaching conception under ＂post-curriculum reform area＂ embodies in the formation of self-conscious about reflective teaching culture, strengthen the estabishment of ＂teaching and research＂ about school-oriented teaching system and the increasion of teacher＇s curriculum decision-making power.