| 后现代课程观与教师角色转变 |
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| 引用本文： | 解学仁. 后现代课程观与教师角色转变[J]. 杭州师范学院学报(自然科学版), 2003, 2(6): 80-82 |
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| 作者姓名： | 解学仁 |
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| 作者单位： | 浙江师范大学,理学院,浙江,金华,321004 |
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| 摘 要： | 现代课程观认为知识是预设的、可确定的,教师只是知识的传递者;多尔认为后现代课程具有构建性与非线性特点,课程在开放的、互动的、共同的对话中形成与发展,师生是平等的,只是"平等中的首席",教师的作用以另一种更重要的形式出现,主要体现在四个方面:课程网络的开发者、教学过程的反思者、学生学习的促进者、社区课堂的协调者。
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| 关 键 词： | 后现代课程观 教师 多尔 反思 学习方式 |
| 文章编号： | 1008-9403(2003)06-0080-03 |
| 修稿时间： | 2003-01-15 |
The Post-Modernist Perspective on Curricula and Role Transformation of the Teacher |
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| XIE Xue|ren. The Post-Modernist Perspective on Curricula and Role Transformation of the Teacher[J]. Journal of Hangzhou Teachers College(Natural Science), 2003, 2(6): 80-82 |
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| Authors: | XIE Xue|ren |
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| Abstract: | According to the modernist perspective on curricula, knowledge is pre-set and definable, while teachers are just the carriers of knowledge. In William E. Doll Jr.'s opinion, curricula of post|modernists have the features of constructiveness and non|linearity. The curricula is developed on the basis of the open, interactive and mutual communication. Taking the seat of honor, the teacher is equal to the student. The role of the teacher is to be showed in an important way. The essay defines four roles of the teacher: the developer of the network of the curricula, the self|examiner of teaching process, the promoter of the student's study and the coordinator of the community activities. |
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| Keywords: | curricula of post-modernism teachers Doll learning style |
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