摘要
课程实施是中小学教师日常的学校行为。中小学教师对于国家课程实施,在课程层次上始发于领悟课程,行动于运作课程,反思于经验课程;在教学行为上是一个从备课、上课到评课的过程。中小学教师课程实施的过程是一个不断做出决策并加以执行的过程。领悟课程的备课过程体现的是一种追求满意的有限理性决策;运作课程的上课过程展现的是一种边走边看的渐进决策性格;而经验课程的评课过程呈现的是一种基于问题解决的混合扫描决策。课程实施质量在很大程度上取决于教师课程实施过程中的决策水平。
Curriculum implementation is a primary and middle school teacher＇s daily behavior of school life. For implementing the national curriculum, teachers usually begin in the perceived curriculum, act on the operational curriculum, and reflect on the experiential curriculum. The process of a teacher＇s curriculum implementation is one in which one should keep making decisions and implementing strategies. At the perceived curriculum stage, it mainly reflects a quest for ＂satisfactory＂ bounded rationality decision-making in the ＂lesson plans＂ design. As to the operational curriculum stages, it reflects the incremental decision-making. In the experiential curriculum stage, what could be reflected on the whole course of the implementation process is ＂the well-structured and ill-structured problem solving＂ mixed scanning decision-making characteristics. The quality of curriculum implementation largely depends on the level of teachers＂ decision-making in the curriculum implementation process.
出处
《教育发展研究》
CSSCI
北大核心
2014年第2期43-49,共7页
Research in Educational Development
基金
杭州师范大学人文振兴项目“助推优质课堂的教师教学决策研究”
杭州师范大学勤慎项目成果
关键词
中小学教师
课程实施
有限理性决策
渐进决策
混合扫描决策
primary and middle school teacher, curriculum implementation, bounded rational decision-making, incremental decision-making, mixed scanning decision-making
