教育科学 ›› 2025, Vol. 41 ›› Issue (4): 24-31.

• 教育基本理论研究 • 上一篇    下一篇

教师课程决策的道德向度及其实现*

张志杰1, 李洪修2, 蒋维西2   

  1. 1.通化师范学院 教务处,吉林 通化 134001
    2.天津师范大学 教育学部,天津 300387
  • 出版日期:2025-07-15 发布日期:2025-08-18
  • 作者简介:张志杰(1980- ),女,吉林通化人,教育学博士,通化师范学院教务处处长,教授,主要从事教育领导与教育管理、教师专业发展研究;
    李洪修(1980- ),男,山东沂水人,天津师范大学教育学部教授,主要从事课程与教学论研究;
    蒋维西(1992- ),男,浙江温岭人,天津师范大学教育学部博士生,主要从事课程与教学论、教师教育研究。
  • 基金资助:
    *国家社会科学基金“十三五”规划2020年度教育学一般课题“生命历程视角下地方本科院校优秀教师职业发展轨迹研究”(BIA200175)

The Moral Dimension of Teachers’Curriculum Decision-Making and Its Implementation

Zhang Zhijie1, Li Hongxiu2, Jiang Weixi2   

  1. 1. Academic Affairs Office,Tonghua Normal University,Tonghua Jilin 134001,China
    2. Faculty of Education,Tianjin Normal University,Tianjin 300387,China
  • Online:2025-07-15 Published:2025-08-18

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摘要：

教师的课程决策是一种道德实践,道德化是教师课程决策的必然追求。课程决策的道德向度主要是指教师在课程决策的过程中基于师德伦理的理性要求,自觉对课程诸多要素与方案进行道德判断和选择,使决策结果趋于道德化,符合伦理规范。教师的课程决策道德向度的表征体现在四个方面:在确立课程问题中体现学生主体立场的道德倾向;在制定课程方案中彰显文本的“道德价值”;在实施课程决策中追求实践的道德自觉;在评价课程决策效果中维护公平公正的道德效力。因此,教师课程决策道德向度的实现,需要课程决策的价值要实现“社会责任”与“主体自觉”的契合,课程决策的行为要着眼于“公共意义”与“个体价值”的实现,课程决策的结果要立足于对“工具理性”和“价值理性”的协调。

关键词: 道德向度, 课程决策, 社会责任, 价值理性

Abstract:

Teachers’curriculum decision-making is a kind of moral practice,and moralization is an inevitable pursuit of teachers’curriculum decision-making. The moral dimension of curriculum decision-making mainly refers to the fact that teachers consciously make moral judgments and choices on many elements and plans of the curriculum based on the rational requirements of teachers’ethics in the process of curriculum decision-making, so that the decision-making results tend to be moral and in line with ethical norms. The moral dimension of teachers’curriculum decision-making is reflected in four aspects:the moral tendency of reflecting students’subjective standpoints in establishing curriculum issues;highlighting the “moral value” of the text in formulating curriculum plans;the moral consciousness of pursuing practice in implementing curriculum decisions; and the moral effectiveness of maintaining fairness and justice in evaluating the effectiveness of curriculum decisions. Therefore,the realization of the moral dimension of teachers’curriculum decision-making requires that the value of curriculum decision-making should be consistent with “social responsibility” and “subjective consciousness”,the behavior of curriculum decision-making should focus on the clarification of “public relations” and “individual values”,and the results of curriculum decision-making should be based on the coordination of “instrumental rationality” and “value rationality”.

Key words: moral dimension, curriculum decision-making, social responsibility, value rationality

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