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