课程理解范式视域下民族地方院校教师教育课程建构研究
A Research on the Construction of Teacher Education Curriculum in Ethnic Local Universities from the Perspective of Curriculum Understanding Paradigm
尹卫江 1乔磊2
作者信息
- 1. 普洱学院 教师教育学院,云南 普洱 665000
- 2. 普洱学院 教务处,云南 普洱 665000
- 折叠
摘要
课程建构是基于课程理解的价值创生实践,是教师教育改革发展的核心领域.立足"课程理解范式"视角审视,民族地方院校教师教育课程建构实践往往陷入多重困局之中,其具体表现在课程建构的立场不稳、要素不清和主体不明.为打破困局,首先要从目标、内容和主体层面形成民族地方院校教师教育课程建构的特有认知;其次要从课程建构内部整合和外部协作的视角共同着力,以指明课程建构的实践路向;最后需建立多部门协同合作的课程建构督导制度,发挥课程督导的规范职能和服务职能来扩大课程建构的发展空间.
Abstract
Curriculum construction is the value creation practice based on curriculum understanding,and is the core field of teacher education reform and development.From the perspective of"curriculum understanding paradigm",the practice of teacher education curriculum construction in ethnic local universities often falls into multiple difficulties,which are manifested in the unstable position,unclear elements and unclear subject of curriculum construction.In order to break the dilemma,we must first form the unique cognition of teachers'educational curriculum construction in ethnic local universities from the level of goal,content and subject.Secondly,from the perspective of internal integration and external cooperation of curriculum construction,we should work together to point out the practical direction of curriculum construction.Finally,it expands the space of curriculum construction and development through the normative function and service function of the supervision system.
关键词
课程理解范式/民族地方院校/教师教育/课程建构Key words
curriculum understanding paradigm/ethnic local universities/teachers'education/curriculum construction引用本文复制引用
出版年
2024
NETL
NSTL
万方数据