摘要
教师课程理解的恰切与否不仅决定了教师专业发展水平的高低,也决定了课程改革推进的深度和广度。实践理性投射下教师课程理解的本体追问体现在认知意义和人本关怀的价值建构两个方面。从实践理性的视角透析教师课程理解,主要包括教师与教材的工具理性、教师与环境的交往理性以及教师与其自身的人道理性三种类型。超越个人的宽容意识、关照自身的反思情怀和回归生活的认知体验则是实践理性投射下教师课程理解的内在机制。
whether teachers＇ curriculum understanding is proper will not only determine the level of teachers＇ profes- sional development, but also the depth and breadth of the curriculum reform. The ontology study of teachers＇ curriculum understanding from the perspective of practical rationality is reflected in the two-tier dimension of logic-level architecture of text interpretation of the cognitive meaning and value construction of human caring. To analyze the teachers＇ curriculum understanding from the viewpoint of practical rationality, we will find three types of rationality： instrumental rationality of teachers and teaching materials, communicative rationality of teachers and the environment, and humanity rationality of teachers and themselves. The tolerance awareness beyond the individuals, the reflective feeling of taking care of self, and the cognitive experience of returning to life are the internal mechanism of teachers＇ curriculum understanding from the perspective of practical rationality.
出处
《教育理论与实践》
CSSCI
北大核心
2013年第9期33-36,共4页
Theory and Practice of Education
基金
李志超负责的中央高校基本科研业务费专项资金项目<课程政策本土化研究>(项目编号:SWU1209412)
罗生全负责的国家社科基金青年基金课题<中小学教师课程价值取向研究>(课题批准号:CHA100143)的研究成果之一
关键词
教师课程理解
实践理性
教师与教材
教师与环境
教师与其自身
teachers＇ curriculum understanding
practical rationality
teachers and teaching materials
teachers andenvironment
teachers and themselves
