农村教师拥有怎样的课程改革知识  

What Curriculum Reform Knowledge Do Rural Teachers have？

作　　者：李长吉[1] 沈晓燕[2] 

机构地区：[1]衢州学院校长办公室,浙江衢州324000 [2]北京师范大学教师教育研究所,北京100875

出　　处：《现代基础教育研究》2015年第2期48-54,共7页Research on Modern Basic Education

基　　金：国家社科基金教育学项目“农村教师的地方性知识研究”(项目编号:BHA120045)的研究成果

摘　　要：农村教师对课程改革的基本理念比较了解，但不熟悉课程改革的理论基础，对课程改革的前沿信息也不够了解。此外，教师们认为农村教育实际状况与新课程改革要求相差较远，很难达到要求，这也是他们最感矛盾和困惑之处。教师们主要通过教学观摩活动、阅读专业书刊、自身教学经验的积累与反思等途径获得课程改革知识，希望在增加相关培训的机会、提供便捷的网络环境等方面获得支持，以促进其课程改革知识的发展。While rural teachers＇ grasp of the fundamentals of curriculum reform was good, they had little knowledge about the theoretical basis and frontiers of the subject. Notably, rural teachers complained on the large distance between the requirements of new curriculum reform, and the reality in rural education, where they found difficulties in undertaking those reforms, putting them in a considerable confusion and even a dilemma. Further, teachers＇ knowledge of curriculum reform was acquired chiefly through classroom observations, reading books and journals, and their own ac cumulation and reflection on teaching experiences. To develop their knowledge on curriculum reform, rural teachers ex- pected to receive supports such as opportunities of professional trainings and network building-up.

关 键 词：农村教师 课程改革知识 调查 

分 类 号：G632.3[文化科学—教育学]