【摘要】：綜觀國(guó)內(nèi)外的課程觀研究,多數(shù)研究都只是采用單一的研究取向來(lái)探討教師課程觀,而對(duì)影響它形成的主要因素及形成歸因卻很少涉獵,于是也就不能對(duì)教師課程觀的整體樣態(tài)形成一種全觀的認(rèn)識(shí)。因此,本研究采用量化研究與質(zhì)化研究相結(jié)合的研究取向,來(lái)探查我國(guó)中小學(xué)教師課程觀的存在質(zhì)態(tài)。首先,以立意取樣的方式,采用自編的“教師課程觀的調(diào)查問(wèn)卷”對(duì)我國(guó)東部、中部及西部區(qū)域的17個(gè)省(市、自治區(qū))的1700位中小學(xué)教師為研究對(duì)象,調(diào)查教師課程觀的分布樣態(tài)、構(gòu)成及特點(diǎn),并對(duì)各種變量的特點(diǎn)進(jìn)行比較分析；其次,采用半結(jié)構(gòu)訪談方式對(duì)選取的10位中小學(xué)教師進(jìn)行深度訪談,在訪談獲取的原始資料上運(yùn)用扎根理論原理進(jìn)行概念抽繹并分析比較。研究顯示,其一,中小學(xué)教師在性別、教齡、學(xué)校類型、地區(qū)(城市與鄉(xiāng)鎮(zhèn))、職務(wù)、學(xué)歷、學(xué)科、區(qū)域(東部、中部與西部)等統(tǒng)計(jì)變量上,以及參與教研活動(dòng)、教師培訓(xùn)次數(shù)的不同,其課程觀都存在著程度不同的差異。中小學(xué)教師最重視生態(tài)整合取向,其次為技術(shù)理性主義取向、人文主義取向、社會(huì)責(zé)任取向、折中主義取向、學(xué)術(shù)理性主義取向。盡管教師最認(rèn)同生態(tài)整合取向,但也不排斥其它五種取向,表明了教師課程觀中存在著“后設(shè)取向”的特點(diǎn)。其二,影響教師課程觀形成的共性因素歸要為教師、教材、學(xué)生、制度、環(huán)境等五個(gè)層面；不同教齡的教師的課程觀在專業(yè)生涯的不同階段,其存在樣態(tài)也具有差異,并隨著個(gè)體與環(huán)境的動(dòng)態(tài)持續(xù)交互而逐步形成穩(wěn)定的課程信念,呈現(xiàn)出了一定的脈絡(luò)性特征。在量化研究方面,本研究發(fā)現(xiàn)與先前的一些國(guó)外研究結(jié)果存有較大區(qū)隔,表明了不同的歷史文化及社會(huì)脈絡(luò)對(duì)教師課程觀的存在質(zhì)態(tài)具有決定性的影響,彰顯了我國(guó)中小學(xué)教師課程觀的歷史性、獨(dú)特性和境遇性。 我國(guó)課程改革在一定程度上影響了中小學(xué)教師課程觀的存在形態(tài)。但是,課程觀在實(shí)踐轉(zhuǎn)化中出現(xiàn)了種種問(wèn)題與現(xiàn)象,原因在于長(zhǎng)期積淀的社會(huì)文化心理格度的鉗制；在于教師的前在課程信念的固著性與獨(dú)特性；在于課程改革對(duì)課程觀的意涵并未進(jìn)行明確詮釋,只是隱含在其倡導(dǎo)的課程理念、思想及理論中。由是,人們?cè)谡n程觀轉(zhuǎn)型的主題上也就不能達(dá)成共識(shí),并呈現(xiàn)出眾說(shuō)紛呈的態(tài)勢(shì)。共識(shí)的缺失也就不能實(shí)現(xiàn)以核心價(jià)值為中心的價(jià)值理性組合；而缺少核心價(jià)值的導(dǎo)范,也就不可避免地導(dǎo)致眾多一線教師對(duì)課程觀的理解偏差與行為失范。因此,發(fā)展性課程觀是在批判傳統(tǒng)課程中根深蒂固的、至今仍存在于現(xiàn)實(shí)課程活動(dòng)中的觀念和行為,以及人與課程之時(shí)代發(fā)展走向的基礎(chǔ)上提出的,是課程觀轉(zhuǎn)型的時(shí)代主題。發(fā)展性課程觀以馬克思的人類解放理論為理?yè)?jù),它的核心質(zhì)素是教化個(gè)體與改良社會(huì),而教化的目的在于促進(jìn)個(gè)體的全面發(fā)展與個(gè)性化成長(zhǎng),進(jìn)而促成社會(huì)發(fā)展。構(gòu)筑發(fā)展性課程觀的互動(dòng)、共生及再造的實(shí)踐機(jī)制,廓清其運(yùn)演的機(jī)理,以激發(fā)個(gè)體的生命自覺(jué)、構(gòu)筑和諧的課程生態(tài)、實(shí)現(xiàn)個(gè)體生命的超越,這是課程價(jià)值取向及人的發(fā)展的必然選擇。
[Abstract]:Looking at the research of curriculum outlook at home and abroad, most of the studies only adopt a single research orientation to explore teachers'curriculum outlook, but seldom involve the main factors and attributions that affect its formation, so it is impossible to form a comprehensive understanding of the overall pattern of teachers' curriculum outlook. First of all, by means of purposeful sampling, 1700 teachers from 17 provinces (cities, autonomous regions) in eastern, central and western regions of China were investigated by using the self-compiled questionnaire on teachers'curriculum outlook. Secondly, using semi-structured interviews to conduct in-depth interviews with the selected 10 primary and secondary school teachers, using the grounded theory to analyze and compare the original data. The research shows that, first, primary and secondary school teachers in gender, teaching. In terms of age, school type, region (city and town), position, educational background, discipline, region (east, middle and west), participation in teaching and research activities and teacher training times, the curriculum outlook varies to varying degrees. The orientation, the orientation of social responsibility, the orientation of eclecticism and the orientation of academic rationalism indicate that there are five other orientations in teachers'view of curriculum. Secondly, the common factors affecting the formation of teachers' view of curriculum are teachers, textbooks, students, systems and environment. There are five levels of contexts; teachers of different teaching ages have different curriculum concepts at different stages of their professional career, and they gradually form stable curriculum beliefs with the dynamic and continuous interaction between individuals and the environment, showing certain characteristics of context. The results show that different historical cultures and social contexts have decisive influence on the existence of teachers'curriculum outlook, and highlight the historicity, uniqueness and circumstances of teachers' curriculum outlook in primary and secondary schools in China.
The curriculum reform of our country has affected the existing form of the curriculum view of the primary and middle school teachers to a certain extent. However, there are various problems and phenomena in the practice transformation of the curriculum view. The reasons lie in the restraint of the long-term accumulation of social, cultural and psychological qualifications; the firmness and uniqueness of the teachers'pre-curriculum beliefs; and the curriculum reform on the course. The connotation of Cheng Guan has not been clearly explained, but is implied in the curriculum idea, thought and theory advocated by him. The guiding norm of value inevitably leads to the misunderstanding and misconduct of many front-line teachers on curriculum view. Therefore, the developmental curriculum view is proposed on the basis of criticizing the concepts and behaviors deeply rooted in the traditional curriculum and still existing in the real curriculum activities, as well as the development trend of the times between people and curriculum. Based on Marx's theory of human emancipation, the core quality of developmental curriculum is to educate individuals and improve society. The purpose of enlightenment is to promote the overall and individualized development of individuals, and then to promote social development. It is an inevitable choice for curriculum value orientation and human development to clarify the mechanism of its operation and performance so as to stimulate individual life consciousness, Construct Harmonious Curriculum ecology and realize individual life transcendence.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G423

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本文編號(hào)：2196060