课堂，是一个特殊的社会舞台，是一个正式的社会活动场所，是一个充满着生机和活力的整体，它蕴藏着纷繁复杂的结构、情境与互动，具有鲜活的生命取向。
Class is a specially social stage as well as a formal place for social activity, in which there exits life and vigor, complex structure, setting, interaction and lively life orientation.
其中，学习历程取向是个案教师的主导取向，该取向在课程价值分布的五个层面均有体现，当个案教师遭遇冲突情境时，它总是能优先获得教师的关注，其它取向均会围绕该取向作出调整或让步；
Among them, learning-process orientation acts as her dominate value. This orientation not only emerges in all of the five aspects above, but also gets the privilege in the conflict with others.
其中，学习历程取向是个案教师的主导取向，该取向在课程价值分布的五个层面均有体现，当个案教师遭遇冲突情境时，它总是能优先获得教师的关注，其它取向均会围绕该取向作出调整或让步；
Among them, learning-process orientation acts as her dominate value. This orientation not only emerges in all of the five aspects above, but also gets the privilege in the conflict with others.
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