新课程实施中农村教师的“日常反抗”——基于社会学的研究视角  

On Rural Teachers'"Daily Resistance"during the Implementation of New Curriculum:Based on the Sociological Perspective

作　　者：葛春[1] 费秀芬[2] 

机构地区：[1]南京师范大学教育社会学研究中心,南京210097 [2]重庆文理学院教育学系,永川402160

出　　处：《教育发展研究》2009年第4期43-46,共4页Research in Educational Development

基　　金：国家社会科学基金"十一五"规划课题"我国新课程改革的回顾与反思--基于义务教育阶段课程实践的社会学研究"(BHA060034)的研究成果之一

摘　　要："日常反抗"是一种"弱者"自我保护和抗争的"武器",是指在日常生活中对外在控制所做出的持续性、隐密性的抵制与不合作。在课程改革实施过程中,农村教师的"日常反抗"行为普遍存在,导致这种现象的原因主要有"新乡土社会"环境的影响、课程改革自身设计中的缺陷与实施上的偏差以及农村教师个人情感、自身特点、群体文化与课程改革存在内在的冲突等。对于农村教师的"日常反抗"行为,研究者们应当理性地看待,既要正视它的消极影响,也要看到它的正面功能。＂Daily resistance＂ is a ＂weapon＂ for the weak with which to protect them and fight, which means in daily life they show continuous and secret resistance, and non-cooperation for the control imposed by external sustainability. During the process of implementation of the curriculum reform, the rural teacher＇s ＂daily resistance＂ behavior is very commom The phenomenon is mainly due to a ＂new local society＂, the influence of the social environment, the design defects of curriculum reform, the implementation deviation of curriculum reform, as well as the conflict between rural teachers＂ personal feelings, characteristics, group culture and curriculum reform. For rural teachers＂ ＂daily resistance＂ behavior, the researchers should treat it reasoningly. We should envisage its negative influence and see its positive functions.

关 键 词：新课程实施 农村教师 日常反抗 

分 类 号：G423.07[文化科学—课程与教学论]