課程改革的張力分析:根源、類型與消解

尹弘颷, 李子建

Research output: Contribution to journalArticles

Abstract

教師在課程改革中表現出的兩難狀態源於改革與其所處情境之間的張力,而教師對此又缺乏足夠的控制能力。教師在課程改革中遭遇的張力可分為專業、資源、制度和文化四種類型。改革者需要正視這些張力,分析其形成根源並對癥下藥,同時還要採取綜合策略,從整體上思考並消解課程改革的張力。
The root of dilemmas that teachers experience in curriculum reform is the tension between reform initiatives and the situation in which the reform happens, and the tension is more or less beyond teachers’ control. During curriculum reform, the tension that teachers encounter can be classified into four types: profession, resources, institution, and culture. Reformers should face up to the tension and find the key point of solving problems, and analyze the causes of different tension types to deal with them correctly. Meanwhile, they should take a comprehensive strategy and consider ways to cope with the tension in a holistic manner. Copyright © 2008 上海市教育科學研究院; 上海市高等教育學會.
Original languageChinese
Pages (from-to)49-54
Journal教育發展研究
Volume2008
Issue number24
DOIs
Publication statusPublished - 2008

Citation

尹弘颷和李子建(2008):課程改革的張力分析:根源、類型與消解,《教育發展研究》,2008(24),頁49-54。

Keywords

  • 課程改革
  • 改革張力
  • Curriculum reform
  • Reform tension
  • Alt. title: Analyzing tension in curriculum reform: Roots, types, and coping strategies