课程理解：教师课程领导的内在维度

殷洁

摘要：课程理解是教师依据个人的知识经验对课程进行的个性化解读和意义赋予，具有自我的主体性、精神的建构性和价值性等特征。课程理解直接关系着教师在课程系统中的存在方式，是教师课程领导的能动因素和内在需求。教师课程理解的促发必须创设利于课程理解的场域，使教师在人格的修炼中提升自我意识，在课程的实践反思中提高自身的语言转化能力。

关键词：教师；课程理解；课程领导

总结：第一部分论述了课程理解的内涵及特性。课程理解具有自我的主体性，课程理解具有精神的建构性，课程理解具有价值性。

第二部分论述了理解的课程领导的意义。包括促使教师文化觉醒的践行，促成教师课程领导智慧的养成，促进课程管理的民主化。

第三部分介绍了教师课程理解的促发。在专业人格的修炼中提升自我意识，在课程实践反思中提高语言转化能力，在关爱、分享、合作中共构利于教师课程理解的场域。

Curriculum Understanding: Intrinsic Dimension of

Teachers’ Curriculum Leadership

Yin Jie

Abstract: Curriculum understanding is teachers’ individualized interpretation and sense making of curriculum based on their own knowledge and experience. So it has the characteristics of self-subjectivity, spiritual construction and value. As an active factor and internal demand for teachers curriculum leadership, curriculum understanding is directly related to teachers' mode of existence in the curriculum system. To promote teachers’ curriculum understanding, we must create a field in which teachers can enhance the self consciousness in the course curriculum understanding, of personality cultivation improve their own language transformation ability in the reflection on the curriculum practice.

Key words: teacher; curriculum understanding; curriculum leadership

出处：《教育理论与实践》2012年第32卷第19期