高风险考试影响下教师复杂的信念与行为——一项关于中国大陆高考的实证研究  

Exploring Teachers' Beliefs and Behavior under the Influence of High Risk Examination:An Empirical Study on the China's Mainland College Entrance Examination

作　　者：黄显涵[1] 李子建[2] 

机构地区：[1]香港大学教育学院 [2]香港教育学院

出　　处：《教育发展研究》2015年第6期58-65,共8页Research in Educational Development

摘　　要：教师的信念与其日常教学紧密相连。本文集中探讨高风险考试影响下教师复杂的信念与行为。本次研究首先聚焦教师对高风险公开考试所抱持的信念,揭示其具体包括中文考试试题、考试与课改的关系、考试和教与学的关系、考试的风险性以及教师的个人感受等五个方面并探讨这五个方面之间的关系。其次,本研究将教师信念这一概念与教师教学建立关联,尝试探讨高风险影响下教师信念和教学行为的特征,并根据这些特征将教师分为"高考捍卫者"、"矛盾的行动者"和"痛苦的反抗者"三个类别。Teachers＇beliefs are highly affected by their daily teaching practices. The current paper focus on the complexity of teachers＇ beliefs and behavior under the influences of high risk examination. Specifically, the first part of this article analyzed teachers＇ beliefs about the open high risk examination, which including the contents of Chinese examination, the relationship between examination and curriculum reform, the relationship between examination and teaching and learning, the risk of examination, and the personal feelings, as well as the interactions among factors mentioned above. In the second part, we connected this concept to the teaching practices, and discussed the characteristics of the beliefs and behavior under the influence of high risk. Based on the description, we classified teachers into“the defenders”, “the conflict actors”, and “the painful protesters”.

关 键 词：高风险考试 回冲效应 中国大陆 中文 

分 类 号：G451[文化科学—教育学]