摘要
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。
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.
出处
《课程．教材．教法》
CSSCI
北大核心
2008年第12期16-20,共5页
Curriculum，Teaching Material and Method
关键词
课程决策
教师集体课程决策
curriculum decision-making
teachers＇ collective curriculum decision-making
作者简介
吕立杰（1969-），女，教育学博士，东北师范大学教育科学学院副教授，主要从事课程论研究
陈建红（1970-），女，教育学硕士，主要从事课程与教学论研究。
