中小学英语教师课程价值取向调查  

A Survey on Curriculum Value Orientations of School English Teachers

作　　者：刘莹[1] 罗生全[1] 

机构地区：[1]西南大学教育学部

出　　处：《教育学术月刊》2013年第10期103-107,共5页Education Research Monthly

基　　金：国家社科基金青年基金课题"中小学教师课程价值取向研究"(CHA100143)

摘　　要：采用自编教师课程价值取向调查问卷,考查我国中小学英语教师课程价值取向在性别、学历、区位等纬度上的差异状况。结果显示:总体而言,中小学英语教师对生态整合取向的认同度最高,但也不排斥其他五种取向,表明我国中小学英语教师课程价值观呈现出多元化倾向;性别、学历、区位等影响源均在不同程度上制约中小学英语教师的课程价值取向。为使我国中小学英语教师能够以一种理性的态度面对现实中的各种课程价值问题,发展自己的课程观,应以课程设计为抓手涵养课程价值多元共生、以课培训为保障构筑教师个体课程价值观、以教师共同体为平台实现课程价值互动共享。The Research utilizes a questionnaire survey to examine curriculum value orientation of English teachers in China's primary and secondary schools.The results are that school teachers give high degree of agreement with the ecological orientation,but do not reject the other five orientations.It has indicated that their course values have established the tendency of 'Diversification';The physical education teachers of different gender and with different seniority,educational backgrounds and locations in primary and secondary schools have different recognition of different curriculum value orientation.In order to let them face the curriculum value issues in reality,it is necessary to build their own curriculum values.

关 键 词：中小学英语教师 课程 价值取向 

分 类 号：G45[文化科学—教育学]