课程实施中的教师改变:困境与对策  

Teacher Change in Curriculum Implementation:Dilemmas and Strategies

作　　者：尹弘飚[1] 郑鑫[1] 

机构地区：[1]香港中文大学教育学院

出　　处：《教师教育学报》2014年第1期64-70,共7页Journal of Teacher Education

摘　　要：教师如何应对改革并实施课程,直接影响到课程改革的成效.教师改变是课程实施中的重要问题,也是当前教师专业发展的焦点问题之一.新课程改革以来,我国中小学教师在课程实施中面临三大改变困境：地位改变困境、行为改变困境、心理改变困境.结合国内外教师改变的研究以及我国教师的实际状况,突破教师改变的困境可以从4个方面入手,即教师作为课程权力的拥有者、教师作为合作的参与者、教师作为持续的学习者和教师作为反思的实践者.How teachers cope with the requirements of curriculum reform and implement the new curriculum is decisive in the reform outcome.Teacher change is an important issue for the implementation of curriculum implementation,and one of the foci of research on teacher development.With the implementation of the new curriculum reform,teacher change faces three major dilemmas related to the changes of status,behaviors and psychological processes.According to the existing research on teacher change and the actual situation where Chinese teachers locate,four strategies are suggested to break through the dilemmas for teacher change in the implementation of the new curriculum reform.

关 键 词：教师改变 课程实施 困境 对策 课程权力 

分 类 号：G525.1[文化科学—教育学]