教师集体课程决策的特征与局限

我国教师集体课程研究制度由来已久,目前主要的集体课程决策形式可以总结为:整体解读式、流程约定式、课例研究式、问题解决式、课程开发式、反馈调整式。教师合作的质量影响教师集体课程决策的效果,教师集体课程决策具有对象上的层次性,教师集体课程决策具有个体需求上的差异性,教师集体课程决策与个体课程决策相互延伸。教师集体课程决策对教师专业发展具有意义,但必须注意克服课程约定中对个性发挥的局限,集体课程决策方式的局限,以及沟通中信息流动均衡性的局限。

Characteristics and Limitations of Teachers'Collective Curriculum Decision-making

Teachers'collective curriculum research system has a long time in China.At present,the main form of collective curriculum decision-making can be summarized as follows:collective interpretation,process agreement,lesson study,problem solving,curriculum development and feed back adjustment.The quality of teachers'collaboration will have influence on the effect of teachers'collective curriculum decision-making,which has the characteristics of the level of objects,the needs of individual differences and the mutual extending with individual curriculum decision-making. Teachers'collective curriculum decision-making is beneficial for teachers'professional development,but we should overcome the limitation of personality in the course of curriculum agreement,the limitations of the means of collective curriculum decision-making and the limitations of communication in a balanced flow of information.