教师课改阻抗的原因与启示  

An Analysis of Teachers' Impedance to the Curriculum Reform

作　　者：魏春梅[1] 邵光华[2] 

机构地区：[1]宁波大学建工学院,浙江宁波315211 [2]宁波大学教师教育学院,浙江宁波315211

出　　处：《教师教育研究》2013年第2期78-82,共5页Teacher Education Research

基　　金：全国教育科学"十二五"规划国家一般课题"新课改教师阻抗的现象学分析及消解策略研究"(课题编号:BFA110050)阶段性成果;浙江省哲学社科科学规划课题"现象学视野下教师日常教学生活体验研究"(课题编号:12JCJY16YB)成果

摘　　要：教育决策者多从社会发展的角度考虑教育改革,教师多从现实角度考虑教育改革,学校多从声誉考虑教育改革。新课改过高估计了教师的职业素养,教师职业素养在教师培养中其实并没有特殊培养。课程改革应基于教师的现实及发展空间大小而有序进行。The educational decision- makers tend to consider educational reforms from a point of view of social devel- opment, while teachers tend to consider these reforms from a realistic angle and schools will pay much attention to their reputations. The new curriculum reform overestimates teachers＇ occupational accomplishment, which has not been specially trained in teacher education. The curriculum reform should be based on teachers＇ realities and develop orderly.

关 键 词：教育改革 课改阻抗 教育回归 

分 类 号：G451[文化科学—教育学]