教師課程創生的緣起、涵義與價值

Teacher’s Curriculum Enactment: Origin, Connotation and Value

“教師的課程創生”源於但又超越”課程實施的創生”。它主張作為課程主體的教師自覺地主動地變革課程的各要素以達到促進課程完善、教師成長和學生發展的目的；強調教師在整個課程運作過程中都應該充分發揮主體性和創造性；具有自覺性、批判性、全程性和持續性等特徵。倡導和認可”教師的課程創生”這一命題，將使：我們的課程觀念由單一封閉靜止轉向多元開放和動態建構；教師的課程角色由忠實執行者轉向反思性建構者；課程運作的價值取向由追求技術理性轉向追求實踐和解放理性。

Teacher’s curriculum enactment（TCE）is derived from and beyond the enactment of curriculum implementation. It is argued that teachers， as the subject of curriculum， consciously and actively make change of all elements of curriculum so as to promote the perfection of curriculum and the development of teacher and student. It is emphasized that in the process of curriculum implementation teacher should bring into play subjective initiative and creativity， should be characterized by be conscious， critical， all through and persistent etc. the advocacy of TCE will make our concept on curriculum open and dynamic， make teacher’s role reflective， make the value orientation of curriculum implementation practical and emancipatory.