【摘要】：課程改革中"教師阻抗"的觀念源于"自上而下"的單邊視角,由于其強(qiáng)調(diào)對(duì)既定課程方案的忠實(shí)執(zhí)行,而未能真正理解變革情境中的教師行動(dòng)。"自下而上"的視角試圖通過(guò)強(qiáng)調(diào)教師的專(zhuān)業(yè)自主以及實(shí)踐創(chuàng)新為阻抗行為正名,但由于未能充分關(guān)注教師的現(xiàn)實(shí)處境,同樣存在較大的局限性。"教師阻抗"實(shí)質(zhì)上是特定制度環(huán)境與教師個(gè)體互動(dòng)的結(jié)果,教師所處制度環(huán)境深刻影響著教師的課程改革行為。當(dāng)前課程改革的全面深化需營(yíng)造有利于課程改革的制度環(huán)境,將教師賦權(quán)增能與制度環(huán)境變革相結(jié)合,提升教師影響制度環(huán)境的能力。
[Abstract]:The concept of "teacher impedance" in curriculum reform originates from the unilateral perspective of "top-down", because of its emphasis on faithful implementation of the established curriculum scheme, it fails to truly understand the teacher's action in the context of change. " The "bottom-up" perspective attempts to justify impedance behavior by emphasizing teachers' professional autonomy and practical innovation, but there are also greater limitations due to the failure to pay sufficient attention to teachers' real situation. Teacher impedance is essentially the result of the interaction between the specific institutional environment and the individual teacher, and the institutional environment in which the teacher is located has a profound impact on the curriculum reform behavior of the teacher. To deepen the curriculum reform in an all-round way, it is necessary to create an institutional environment conducive to curriculum reform, to combine the empowerment of teachers with the institutional environment change, and to enhance teachers' ability to influence the institutional environment.
【作者單位】： 湖北師范大學(xué)教育科學(xué)學(xué)院;
【基金】：湖北省教育廳人文社會(huì)科學(xué)研究青年項(xiàng)目“政�；�(dòng)視角下基礎(chǔ)教育課程改革的實(shí)踐過(guò)程研究”(項(xiàng)目編號(hào):17Q116)的階段性研究成果
【分類(lèi)號(hào)】：G423
，

本文編號(hào)：2222216