教师关注阶段与课程实施水平关系的探讨  

Discussion on the Relationship between Teacher's Concern Stage and Curriculum Implementation Level

作　　者：郝淑蕾 姜荣华[1] HAO Shu-lei;JIANG Rong-hua(Northeast Normal University,Changchun,Jilin 130024,China)

机构地区：[1]东北师范大学,吉林长春130024

出　　处：《教育教学论坛》2021年第3期13-16,共4页Education And Teaching Forum

基　　金：教育部人文社会科学青年基金项目“课程实施程度的评量模式研究”(12YJC880033)。

摘　　要：以霍尔等人的"关注为本采纳模式"为理论基础,以四名农村语文教师为个案,具体了解在新课改背景下教师关注阶段与课程实施水平之间的关系。研究结果表明:教师关注阶段与课程实施水平之间可以相互对应,其中教师在课程实施水平较低层次是行动唤醒关心,而在课程实施水平较高层次则是关心推动课程实施水平的变化。Based on the theory of"Concerns-Based Adoption Model"by Hall et al,and taking the four rural Chinese teachers as a case study,the relationship between teachers'concern stage and curriculum implementation level under the background of the new curriculum reform is explored.The results show that the teachers'concern stage and curriculum implementation level can correspond to each other.At the lower level of curriculum implementation,action awakens teachers to concern for curriculum implementation.At the higher level of curriculum implementation,teachers are concerned about promoting the level of curriculum implementation.

关 键 词：关注为本采纳模式 教师关注阶段 课程实施水平 

分 类 号：G642.0[文化科学—高等教育学]