本文選題：課程權(quán)力 + 課程實(shí)施��； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：教師的課程權(quán)力教育民主化,同時(shí)也是對(duì)教師權(quán)益關(guān)注的體現(xiàn),更是我國(guó)新一輪基礎(chǔ)教育課程改革的核心理念之一,已經(jīng)成為了當(dāng)前課程實(shí)踐中存在的重要問題。但是權(quán)力不能單獨(dú)存在,權(quán)力來(lái)源于權(quán)利,所以本研究會(huì)結(jié)合法學(xué)上“權(quán)利”的概念,從權(quán)力-權(quán)利和諧共存,理性發(fā)展的角度來(lái)審視課程權(quán)力。本研究將課程權(quán)力作為研究對(duì)象,針對(duì)農(nóng)村小學(xué)教師課程實(shí)施中存在的權(quán)力現(xiàn)象和問題,探討農(nóng)村小學(xué)教師課程賦權(quán)的可能。本研究總共可以分為五個(gè)部分第一部分主要是對(duì)課程權(quán)力問題提出的背景與現(xiàn)有研究的整合做一個(gè)系統(tǒng)的論述。對(duì)農(nóng)村小學(xué)教師課程權(quán)力的研究不僅僅是新課改中三級(jí)課程提出的新要求,也是促進(jìn)農(nóng)村校本課程發(fā)展的關(guān)鍵因素。本研究旨在掌握農(nóng)村小學(xué)教師在課程實(shí)施中的權(quán)力現(xiàn)象,同時(shí)也幫助農(nóng)村小學(xué)教師更加清楚地認(rèn)識(shí)自身的課程權(quán)力,合理地運(yùn)用權(quán)力促進(jìn)課程發(fā)展。第二部分根據(jù)過去研究成果,從教育學(xué),法學(xué)多個(gè)角度出發(fā),對(duì)本研究的關(guān)鍵概念進(jìn)行界定,包括權(quán)力,課程權(quán)力,課程實(shí)施與農(nóng)村小學(xué),更加明確本研究的對(duì)象與內(nèi)容。第三部分本部分重點(diǎn)論述了農(nóng)村小學(xué)教師實(shí)現(xiàn)課程權(quán)力的前提即教師的賦權(quán)。首先是對(duì)“教師賦權(quán)”的概述,即何為“教師賦權(quán)”,明確“賦權(quán)”是一種過程,同時(shí)需要靠?jī)?nèi)外部的力量推動(dòng),然后就對(duì)目前教師賦權(quán)的內(nèi)外部力量來(lái)分別論述,即國(guó)家層面賦予教師權(quán)利與教師個(gè)人正確行使權(quán)力需要共同努力。最后結(jié)合權(quán)力-權(quán)利范疇,提出了理想的教師賦權(quán)狀態(tài)即法律賦予恰當(dāng)?shù)臋?quán)利,教師正確理解,合理運(yùn)行權(quán)力。第四部分本研究從實(shí)證角度出發(fā),選取四川省100名小學(xué)教師進(jìn)行問卷調(diào)查和訪談,主要調(diào)查了農(nóng)村小學(xué)教師在課程權(quán)力(利)的認(rèn)知需求,課程內(nèi)容權(quán)力,教材權(quán)力,教學(xué)反思,開發(fā)課程等方面的權(quán)力現(xiàn)象。在實(shí)證基礎(chǔ)上分析目前農(nóng)村小學(xué)教師課程實(shí)施中存在的權(quán)利現(xiàn)象,權(quán)力問題。第五部分根據(jù)調(diào)查結(jié)果,結(jié)合農(nóng)村小學(xué)教師的特點(diǎn),本部分提出了農(nóng)村小學(xué)教師實(shí)現(xiàn)課程實(shí)施賦權(quán)的優(yōu)勢(shì)和劣勢(shì),雖然行政政策比較寬松,學(xué)校管理干涉也較少,但是依然存在著法律權(quán)利模糊,個(gè)人能力不足與教學(xué)設(shè)備較差的問題。根據(jù)這些現(xiàn)象最后提出了實(shí)現(xiàn)權(quán)利(力)應(yīng)該具備的外部和內(nèi)部條件。即國(guó)家法定賦權(quán),促進(jìn)農(nóng)村學(xué)校自身發(fā)展以及教師自我提升。
[Abstract]:The democratization of teachers' curriculum power education is also the embodiment of teachers' rights and interests. It is also one of the core ideas of the new round of basic education curriculum reform in our country. It has become an important problem in the current curriculum practice.But the power cannot exist alone, the power comes from the right, therefore this research will combine the law "right" concept, from the power-right harmonious coexistence, the rational development angle to examine the curriculum power.This study takes curriculum power as the object of study, and discusses the possibility of curriculum empowerment of rural primary school teachers in view of the power phenomenon and problems existing in the curriculum implementation of rural primary school teachers.This research can be divided into five parts. The first part is a systematic discussion on the background of curriculum power and the integration of existing research.The research on the curriculum power of rural primary school teachers is not only the new requirement of the three-level curriculum in the new curriculum reform, but also the key factor to promote the development of the rural school-based curriculum.The purpose of this study is to grasp the phenomenon of rural primary school teachers' power in curriculum implementation, and at the same time to help rural primary school teachers to understand their curriculum rights more clearly and to use them reasonably to promote curriculum development.The second part defines the key concepts of this study from the perspectives of pedagogy and law, including power, curriculum power, curriculum implementation and rural primary schools, and clarifies the object and content of this study.The third part focuses on the rural primary school teachers to realize the premise of curriculum power, that is, the empowerment of teachers.The first part is an overview of "teacher empowerment", that is, what is "teacher empowerment", and it is clear that "empowerment" is a process that needs to be driven by internal and external forces, and then the internal and external forces that empower teachers at present are discussed separately.That is to say, it is necessary to make joint efforts to grant teachers' rights at the state level and to exercise their rights correctly.Finally, combining the category of power and right, the paper puts forward the ideal state of teachers' empowerment, that is, the right given by law, the teachers' correct understanding and the reasonable operation of power.The fourth part of the study from an empirical point of view, selected 100 primary school teachers in Sichuan Province for questionnaires and interviews, mainly investigated the rural primary school teachers in the cognitive needs of curriculum power (interest), curriculum content power, the power of teaching materials.Teaching reflection, development of the curriculum and other aspects of the power phenomenon.On the basis of empirical analysis, this paper analyzes the phenomenon of right and the problem of power in the curriculum implementation of rural primary school teachers.In the fifth part, according to the investigation results and the characteristics of rural primary school teachers, this part puts forward the advantages and disadvantages of implementing curriculum empowerment for rural primary school teachers. Although the administrative policy is relatively loose, the school management interference is also less.However, there are still some problems such as vague legal rights, insufficient personal ability and poor teaching equipment.According to these phenomena, the external and internal conditions for the realization of rights are put forward.That is, the national statutory empowerment, to promote the development of rural schools and teachers self-promotion.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G625.1

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