论教师参与课程变革-比较教育学专业毕业论文.docxVIP

On On Teacher Participation in Curriculum Change Abstract The research on teacher participation in carrieulurn change bases on the transformation ofthe view ofcurriculum and the integration ofteacher and CUrileulam．Scientific curriculum research paradigm such as Tyler Rationale seeks to develop value-free curriculum product， and characters‘teacher．proorf．It result in the lose of curriculHITI adaptation and the failure of curriculum change．Teachers’participation iS a tendency of curriculum theory after the criticize of the T、，ler Rationale．From the Practical Curriculum，the Process Model of Curriculum Development，tO the Phenomenon-Hermeneutic Curriculum and Postmodem Curriculum．we carl find the new orientation of teachers’participation．Teacher participation reflects a new perspective of curriculum．that is t11e Integration Of Teacher and Curriculum． This new perspective takes the Hermeneutic Philosophy as the epistemology foundation．And we can use it tO reconstruct the relationship between teacher and curriculum．The new relationship argues that f11 understanding and explain curriculum iS teachers’professional life．f21 teacher participate in the process of understanding curriculum text iS the base of formation of curriculum meaning，(3)teachers’curriculum practice iS a process of Hermeneutic．From the perspective of Hermeneutic Philosophy,teacher participation in curriculum change iS the key ValHe of tlle Integration of Teacher and Curriculum．There are there dimensions ofthe Integration ofTeacher and Curdculum．They are：f1)the integration of the process of teaching and curriculum development；(2)the integration of teacher knowledge and curriculum meaning；(3)the integration of teacher professional development and curriculum change． It is necessary to raise a framework to analyses teacher participation in curriculum， including the approaches ofteacher participation in curriculum change，the supporting factors or conditions for teacher participation in curriculum change．and ca