国家课程校本化行动的教师参与差异、困境及优化策略  

Differences,Challenges,and Optimization Strategies of Teacher Participation in the National Curriculum Localization Action

作　　者：李保强 肖利娟 LI Bao-qiang;XIAO li-juan(College of Politics and Public Administration,Wuhan University,Wuhan,Hubei,430072,PRC;College of Education,Hubei Business College,Wuhan,Hubei,430072,PRC)

机构地区：[1]武汉大学政治与公共管理学院,湖北武汉430072 [2]湖北商贸学院教育学院,湖北武汉430072

出　　处：《当代教育与文化》2025年第1期80-87,共8页Contemporary Education and Culture

基　　金：国家社会科学基金2018年度教育学一般项目“云资源整合视域下学生个性化学习推荐机制研究”(BHA180129)。

摘　　要：国家课程校本化行动是教师基于校情、教情、学情而参与的国家课程在地化落实与开发行动。在该行动中,教师的积极参与程度、合作参与水平、能动参与质量、创造参与效度均存在直观而显著的差异。就现实而言,不少教师常陷入动机强度和热情高度状况难以维系、个人风格与团体合作矛盾难以处理、认知定势和实践固化格局难以突破、理想期待和现实生态落差难以平衡等困境。为此,要善于利用制度文化增强教师的发展动力,依靠标准程序引领教师的合作投入,借助过程指导赋能教师的工作智慧,创造平台条件强化教师的收获体验,鼓励教师全身心参与国家课程校本化行动。The school-based action of national curriculum is a localized implementation and development action of national curriculum that teachers participate in based on the school situation,teaching situation,and learning situation.In the national curriculum school-based action,there are intuitive and significant differences in teachers'active participation level,cooperative participation level,quality of active participation,and creative participation validity.In reality,Many teachers often fall into difficulties in maintaining high levels of motivation and enthusiasm,dealing with conflicts between personal style and group cooperation,breaking through cognitive stereotypes and fixed patterns of practice,and balancing the gap between ideal expectations and the real ecology.To this end,it is necessary to make good use of institutional culture to enhance teachers'development motivation,rely on standard procedures to guide teachers'collaborative investment,use process guidance to enhance teachers'work wisdom,create platform conditions to strengthen teachers'harvest experience,and encourage teachers to fully participate in the national curriculum school-based action.

关 键 词：国家课程校本化行动 教师参与 教育改革 课程管理 

分 类 号：G521[文化科学—教育学] G451[文化科学—教育技术学]