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1、近十年來在全國的不同教育層面都進行了課程改革，其中最為熱門的話題之一就是校本課程開發(fā)。作為課程開發(fā)的手段之一，校本課程開發(fā)體現了當前課程范式的轉換。 本文在綜述泰勒(Tyler)技術課程模式和派納(Pinar)對課程理論重新構建的課程理論基礎上，通過個案研究法研究校本課程開發(fā)的真實境遇，旨在對校本課程開發(fā)有更深刻的理解。具體地講，本論文試圖探索：1)校本課程開發(fā)的實質；2)校本課程開發(fā)過程中存在的阻礙；3)校本課程開發(fā)與教師專業(yè)
2、發(fā)展之間的相互關系。 本研究的研究對象為浙江省永康市郊的一所中等職業(yè)技術學校，所采用的研究方法為個案研究法、觀察法、訪談法、問卷調查法等。收集數據的時間長達十個月，數據形式包括課堂內外觀察記錄，訪談記錄，問卷，學校文件等。所收集的數據有教師實踐，校長談話和學校文件以及來自教師和學生的聲音。結合所收集的數據，本文討論并探索了個案中：1)校本課程開發(fā)的實質；2)校本課程開發(fā)過程中存在的障礙，包括校領導作為教育領導者的越位角色、教師的
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