摘要
领悟课程是教师所领会的课程。从其被提出至今不过30年的历史,作为一种富有情境性、动态性、发展性的课程样式,它是否接近正式课程、理想课程所意指的蕴涵,影响着教师教学质量的高低。因此,对制约领悟课程生成的教师个人因素、社会因素、课程因素等进行探究,具有一定的理论价值和实践意义。
Comprehension curriculum is the curriculum comprehended by teachers, There is only thirty years since it is produced. As dynamic and developing curriculum model with rich situation, whether it is close to the implication of formal curriculum and ideal curriculum influences the quality of teacher＇s instruction. Therefore, the exploration of the factors restraining the generation of comprehension curriculum, such as individual teacher, society and curriculum, has a certain theoretical value and practical meaning.
出处
《天中学刊》
2006年第3期14-16,共3页
Journal of Tianzhong
关键词
领悟课程
个人因素
社会因素
课程因素
comprehension curriculum
individual factor
social factor
curriculum factor
