高考科目设置——不同科任教师态度差异研究  

Different Attitude of Subject Teachers toward Subject Setting of NCEE

作　　者：吴根洲[1] 郑灵臆[1] 

机构地区：[1]南昌大学教育学院

出　　处：《教育与考试》2012年第2期9-14,共6页Education and Examinations

基　　金：江西省教育科学"十二五"规划2010年度重点课题"江西省新高考改革方案论证研究"(课题批准号:10ZD085)研究成果之一

摘　　要：高中教师对高考科目设置的态度很大程度上受其任教科目的影响。数学教师与外语教师,物化生教师与政史地教师对"统考科目设置"的态度差异显著,更多的数学与物化生等理科教师不赞同把外语作为统考科目。对"高考各科目权重"的态度,大多数教师选择所任教科目权重大的科目设置模式。对"非统考科目如何设考",仅有"主科"教师与"副科"教师维度呈现显著差异,虽然更多的"副科"教师希望分科设考以体现各科的学科地位,但是,更多的"副科"教师同时希望以综合科目的方式维持其作为高考科目的地位,而更多的"主科"教师认为在保持"主科"统考科目地位前提下可以实行"副科"选考。High school teachers’ attitude toward the subject setting of NCEE is greatly affected by the subject he or she teaches.The attitude toward ＂national subject setting＂ between teachers of maths,foreign language,physics,chemistry and biology and teachers of politics,history and geography is significantly different.More teachers of maths,physics,chemistry and biology do not agree with foreign language as the examination subject.As for the attitude toward ＂the weight of each subject in NCEE＂,most teachers choose the subject setting mode of increasing the weight of the subject they teach.The attitude toward ＂how to set other subjects＂ between teachers of ＂major subjects＂ and teachers of ＂subsidiary subjects＂ is significantly different.Although many teachers of subsidiary subjects hope to set branch tests to reflect their academic position,at the same time,they hope to maintain its position as a national subject by comprehensive subjects.Many teachers of major subjects think that subsidiary subjects can be tested by choice on condition that the position of major subjects can be maintained.

关 键 词：高考 科目 权重 科任教师 态度 

分 类 号：G632.474[文化科学—教育学]