新课程实施中县镇教师关注阶段浅析——基于CBAM的实证研究  

The Study of "Stage of Concern" of Teachers in County Town——Based on the Empirical Research of CBAM

作　　者：李琰[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教师教育论坛》2013年第12期83-87,共5页Teacher Education Forum

基　　金：中央高校基本科研业务费专项资金资助(编号:SWU1409337);教育部重点文科研究基地(华东师范大学基础教育改革与发展研究所)重大课题:"义务教育阶段学生班级日常生活重建与学生发展研究"(编号:11JJD880013)子课题研究成果之一

摘　　要：关注阶段指教师关心所在及其程度。从教师的关注阶段入手,可以考查教师对课程实施认同程度的高低及关注阶段的强度。运用关注为本采用模式(CBAM)这一理论工具,我们调查了某县镇248名中小学教师的关注阶段。样本显示:县镇教师处于自我关注和任务关注阶段;男教师、中学教师、本科及以上学历的教师相对于女教师、小学教师和中师学历的教师来说更关注学生是否能够顺利地适应新课程,更重视新课程对学生造成的影响。＂Stage of Concern＂ mainly concerns the teachers＇ subjective emotional factors in the new curriculum implementation. The author adopts Concerns-Based Adoption Model （CBAM） to collect and analyze the data, and examines the ＂Stage of Concern＂ of teachers in county town. The results showed that teachers have implemented the new curriculum. However, when teachers encountered difficulties in the course, they have not been given enough support which will make the process of implementation of the new curriculum become rather slowly. And there are differences in ＂consequence concerns＂ stage.

关 键 词：关注阶段 关注为本采用模式(CBAM) 新课程实施 

分 类 号：G451[文化科学—教育学]