课程改革中教师挑战与困境:中国大陆教师的个案分析  

The Challenge and Dilemma Faced by Teachers in Curriculum Reform:A Case Study in China

作　　者：黄显涵[1] 李子建 罗厚辉 

机构地区：[1]香港大学教育学院,中国香港999077 [2]香港教育大学课程与教学学系,中国香港999077

出　　处：《教师教育研究》2017年第4期92-97,114,共7页Teacher Education Research

基　　金：教育部人文社会科学重点研究基地北京师范大学教师教育研究中心课题(14JJD880004)阶段性成果;香港教育大学教师研究与发展项目部分成果

摘　　要：本研究尝试在课程改革脉络中探讨中国大陆教师在建构其专业身份时所遇到的挑战与困境。具体而言,采用案例研究方式,在广东省深圳市选择三所小学进行深入研究,主要运用半结构式访谈、文件分析等方法搜集数据。研究结果表明,中国大陆教师在课程改革背景之下,其专业身份建构过程所面对的困境主要分为控制、课程、专业发展与评估等四个方面。针对这一结论,研究者对如何进行下一阶段的教师教育提出了相应建议。We explored the challenges and dilemmas of Chinese teachers＇ identity formation. The study adopted case study approach and selected three primary schools in Shenzhen. The semi-structured interview and document analysis were used to collect data. The results showed that, in the context of Chinese curriculum reform, four dilemmas of forming teacher profes- sional identity were evolved. These dilemmas covered four aspects, namely control, curriculum, professional development, and evaluation. Based on these findings, suggestions for future teacher education are also discussed in this paper.

关 键 词：课程改革 教师身份认同 教师教育 教师领导 

分 类 号：G423.07[文化科学—课程与教学论]