本文選題：關(guān)注為本采納模式(CBAM) + 關(guān)心發(fā)展階段(SoC)　； 參考：《教育理論與實(shí)踐》2010年28期

【摘要】："關(guān)注為本采納模式"是課程實(shí)施過(guò)程中比較重要的測(cè)量與促進(jìn)模式之一,它包括三個(gè)診斷維度:關(guān)心發(fā)展階段、課程實(shí)施水平和革新構(gòu)造。通過(guò)使用關(guān)心發(fā)展階段問(wèn)卷對(duì)新課程改革中教師關(guān)注階段進(jìn)行測(cè)量,表明教師在面對(duì)變革時(shí)對(duì)影響的關(guān)注最高,其次是自我關(guān)注,對(duì)任務(wù)關(guān)注較低,關(guān)注最低的是不相關(guān),這說(shuō)明預(yù)測(cè)版關(guān)心發(fā)展階段問(wèn)卷不完全適合我國(guó)教育變革的情境,在使用時(shí),需要根據(jù)實(shí)際情況進(jìn)一步發(fā)展修訂。
[Abstract]:"attention based Adoption Model" is one of the most important models of measurement and promotion in the course of curriculum implementation. It includes three dimensions of diagnosis: concern for the stage of development, the level of curriculum implementation and the structure of innovation. By measuring the teachers' attention stage in the new curriculum reform by using the caring development stage questionnaire, it shows that the teachers pay the most attention to the influence in the face of the change, followed by the self-concern, the low attention to the task, and the least concern is irrelevant. This shows that the predictive version of the concern for the development stage questionnaire is not fully suitable for the situation of educational reform in China, and needs to be further developed and revised according to the actual situation.
【作者單位】： 東北師范大學(xué)農(nóng)村教育研究所;東北師范大學(xué)教育科學(xué)學(xué)院;
【基金】：“社會(huì)轉(zhuǎn)型與教師教育變革”國(guó)際學(xué)術(shù)研討會(huì)提交論文,也是作者博士論文成果的一部分
【分類號(hào)】：G451
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本文編號(hào)：1854997