《有用定义—课程地图批评回顾：影响一个语言学教师道德的发展.docVIP

A Critical Review of Curriculum Mapping: Implications for the Development of an Ethical Teacher Professionality 课程地图评论：影响教师职业道德发展 New Zealand Journal of Teachers’ Work, Volume 5, Issue 2, 93-104, 2008 LEON BENADE University of Auckland ABSTRACT Curriculum mapping, a curriculum design methodology popularised in America has found favour in New Zealand schools as they develop their own curricula in line with the recently introduced New Zealand Curriculum. This paper considers the implications of curriculum mapping for the development of an ethical teaching profession. Curriculum mapping is problematised because it reflects positivist theories of knowledge and leads to further technicisation of schooling. The requirement that schools develop their own curricula could however open the possibility to develop pedagogically and theoretically sound curricula and offers teachers and managers the opportunity to regain ownership of their work as they review their current curricula, leading to engagement in a genuinely ethical and collaborative dialogue. 摘要：课程地图，作为曾受美国欢迎的课程体系设计方法，在新西兰学校为开发符合（in line with）最新推出的新西兰课程体系标准时，受到了欢迎。本文研究了课程地图对于教师职业伦理（teaching profession）有关的影响。课程地图是有疑问的，因为它反映了实证主义的知识论，导致了学校进一步的机械倾向。学校开发自己的课程体系这一要求，不管怎样，可以展示开发教学方法和理论上合理的课程体系的可能性，并在审查当前的课程体系时，向教师和管理者提供重新获得他们工作所有权的机会，引导一个真诚的道德和合作的对话承诺。 INTRODUCTION 引 言 This paper investigates the impact that the implementation of the 2007 New Zealand Curriculum could have on the development of an ethical teacher professionality. In contrast with the notion of ‘teaching as a profession’, which suggests some passivity on the part of the members of a profession who are ascribed by that profession, that of ‘professionality’ allows the possibility that a teacher self-consciously makes and creates an identity through praxis. This is a dialectical process whereby action is informed by theory, and theory is shaped by refection on action. Such a process may allow a teacher to take up a transformative role in a