新课改背景下教师阻抗及其现象学方法论分析  

On Phenomenological analysis of the teachers′ resistance to the curriculum reform

作　　者：邵光华[1] 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《教师教育研究》2012年第5期56-61,共6页Teacher Education Research

基　　金：国家社科基金教育学2011年度"新课改教师阻抗的现象学分析及消解策略研究"课题(课题批准号:BFA110050)成果

摘　　要：新课改十年过去,教师对课程改革仍存阻抗。人们对教师课改阻抗进行了多方位分析,但都没有深入到教师课改阻抗的背后寻找最本原的东西。现象学研究主张回到事情本身,遵从现象学研究方法和原则,对教师课改阻抗进行研究不失为一个好的视角。The new curriculum reform is over the past ten years, but teachers still have resistance to the curricu- lum reform. The researchers give many analysis of the resistance, but no further to find the most primitive things behind the teachers＇ curriculum resistance. Phenomenological research that go for things themselves. complying with the phenomenological method and principles , that we study the teachers＇ resistance to the cur- riculum reform is a good angle.

关 键 词：课程改革 教师阻抗 现象学分析 

分 类 号：G451.6[文化科学—教育学]