生命历程法下的课程与教师——对一位加拿大小学教师的质性研究

Teacher and Curriculum Based on Currere——A Qualitative Study of a Teacher From an Elementary School in Canada

作为一个贯穿北美概念重建运动与后概念重建时期的课程方法,生命历程法提供了课堂(公共空间)与教师生活体验(私人空间)的连接,并赋予教师发出自己声音的权利。本文遵循生命历程法的四个步骤或时刻(回溯、渐进、解析、综合),对一名温哥华小学教师进行长达两年的课堂观察及复杂对话。通过深入教师的过去、当下与未来的生活经验,洞悉其在实施课程过程中的自身体验,展现其个体参与课程的主体性存在的同时,发现作为研究对象的课程实践具有个体化、建构性、批判性、多元化、包容性、复杂性、情境化、探究性等特点。

As a method through the period of Reconceptualization and Post-reconceptualization,currere provides a connection of the public and private spaces of teachers,provides teachers,especially female teachers,with the capacity to gain voice.This paper adopts currere to analysize a complete life story of a teacher through observation of teaching and teacher＇s life around two years.In this article,to illustrate the four steps or moments in the method of currere：the regressive,the progressive,the analytical,and the synthetical and to summarize the process of practice of curriculum aimed at understanding curriculum as complicated conversation and subjective and social reconstruction through the ongoing education of the public.Based on currere,this paper finds the practice of curriculum in Canada has the characteristics of individuation,constructivism,criticalness,diversity,inclusiveness,complexity,contextualization,inquiry,etc.