中小学教师的课程取向及其特点论文.doc

中小学教师的课程取向及其特点论文.doc中小学教师的课程取向及其特点论文
摘要:课程取向问卷调查的结果表明:中小学教师对认知过程取向的认同度最高,但也不排斥其他四种取向;男教师比女教师更倾向于学术理性取向;不同教龄的教师在认知过程、科技发展、社会重建、学术理性取向上有显著差异;不同学校类别的教师在科技发展、人文主义、社会重建、学术理性取向上有极其显著的差异;不同学历的教师在科技发展、人文主义、社会重建、学术理性取向上有非常显著的差异;教师的新课程培训状况对科技发展、认知过程、社会重建取向有影响。在此基础上对我国的课程研究与改革提出了一些建议。
关键词:课程取向;中小学教师
Abstract: The results of the curriculum orientation questionnaires shoore to the academic rationalism orientation than female teachers; there are statistically significant differences among those ent, the social reconstruction and the academic rationalism orientations; there are rather significant differences among those ong those ic degree in the technological development, humanistic, the social reconstruction and the academic rationalism orientations. Also, the paper has found out that the training state of the ne for teachers has an effect on the technological development, cognitive process, and social reconstruction some suggestions on curriculum reform and research in China have been put for orientation; primary and secondary school teachers
一、课程取向的分类及其意义
课程取向是人们对课程的总的看法和认识,由于人们的哲学思想、价值观、方法论、文化背景以及对个体的心理发展等方面问题认识上的差异,导致对课程的不同看法,这些不同看法就形成了课程取向。[1]课程取向有不同的分类方式,其中最有名的分类框架是艾斯纳(Eisner)和瓦纳斯(Vallance)(1974)关于课程取向的研究,他们将课程取向分为五类:学术理性主义(academic rationalism)、认知过程(cognitive processes)、社会重建(social reconstruction)、自我实现(selfactualization)和技术取向(technology)。[2]后来,艾斯纳(1985) rational