理解课程改革中的“教师阻抗”——公共政策执行的视角  

Comprehending the “Teachers' Resistance” in Curriculum Reform——From the Perspective of Policy Implementation

作　　者：王明 

机构地区：[1]湖北师范大学教育科学学院,湖北黄石435002

出　　处：《教育理论与实践》2017年第25期55-60,共6页Theory and Practice of Education

基　　金：湖北省教育厅人文社会科学研究青年项目"政校互动视角下基础教育课程改革的实践过程研究"(项目编号:17Q116)的阶段性研究成果

摘　　要：课程改革中"教师阻抗"的观念源于"自上而下"的单边视角,由于其强调对既定课程方案的忠实执行,而未能真正理解变革情境中的教师行动。"自下而上"的视角试图通过强调教师的专业自主以及实践创新为阻抗行为正名,但由于未能充分关注教师的现实处境,同样存在较大的局限性。"教师阻抗"实质上是特定制度环境与教师个体互动的结果,教师所处制度环境深刻影响着教师的课程改革行为。当前课程改革的全面深化需营造有利于课程改革的制度环境,将教师赋权增能与制度环境变革相结合,提升教师影响制度环境的能力。The idea of ＂teacher＇ resistance＂ in curriculum reform is derived from the ＂top-down＂ unilateral per- spective, because of the emphasis on faithfully implement of the established curriculum plan, it can＇t really understand teachers＇ action in the change situation. The perspective of ＂bottom-up＂ tries to emphasize teachers＇ professional au- tonomy and practice innovation, to prove that the resistance behavior is justfied, but because it does not have sufficient attention to teacher＇s real situation, and therefore has large limitation. Teachers＇ resistance is essentially the result of the interaction between the specific institutional environment and the teachers＇ individual. To comprehensively deepen curriculum reform should be conducive to the institutional environment of curriculum reform, by combining teacher empowerment and change of institutional environment, to improve teachers＇ ability to affect the institutional environ- Bent.

关 键 词：教师阻抗 执行偏差 教师专业自主 实践创新 制度环境 行动者 

分 类 号：G423.07[文化科学—课程与教学论]