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新课程实施,从本质上说是一种课程行动研究过程。通过这种行动研究,把观念形态的课程转化为学生习得的课程,从而实现课程内在的文化意义。这个过程,包括了将课程方案付诸实践的过程和教师将新课程现实化、制度化的过程。前者需要教育行政人员、课程专家和一线教师等各种群体的共同努力,后者则需要教师通过行动研究,把课程落实到课堂教学层面。没有课堂教学层面的改革,课程改革是一句空话。从这个意义上说,“教师即课程”。促进教师的专业成长乃是新课程实施的核心课题。
The implementation of the new curriculum, in essence, is a course of action research process. Through this kind of action research, the conceptual form of the curriculum into the course of student acquisition, so as to achieve the inherent cultural significance of the course. This process includes the process of putting the lesson plan into practice and the teacher’s process of actualizing and institutionalizing the new lesson. The former requires the joint efforts of various groups such as education administrators, curriculum specialists and front-line teachers, and the latter requires teachers to carry out the courses through classroom action studies through action research. Without classroom reform, curriculum reform is an empty talk. In this sense, “teacher is a lesson.” To promote the professional growth of teachers is the core issue of the implementation of the new curriculum.