作　　者： ;

机构地区： 深圳大学

出　　处： 《课程．教材．教法》 2010年第4期9-15,共7页

摘　　要： 随着学校课程多样化和个性化趋势的日益明显，中小学教师参与校本课程开发的研究也显得尤为重要。本研究采用问卷方式对深圳市中小学教师参与校本课程开发的行为意向及其影响因素进行了调查。调查结果显示，深圳市中小学教师参与校本课程开发的行为意向明显，其影响因素主要有“利他性”、“利己性”、“校外支持”、“自身特性”和“校内支持”。不同个人属性教师的行为意向有一定差异性。校本课程开发的进一步深化发展，需要为教师赋权增能，增加校长的课程领导力，强化行动研究。 As the variety and individuality of school curriculum become more and more obvious, it is most important for teachers to participate in the research of school-based curriculum development. A questionnaire is used to explore teachers＇ intention to participate in school-based curriculum development in primary and middle schools in Shenzhen, which also deals with the factors which influence teachers＇ intention. The results show that teachers in Shenzhen are willing to participate in school-based curriculum development. Beneficial for others, beneficial for teachers themselves, support from in and outside schools as well as the nature of school-based curriculum development are the key factors that influence teachers＇ intention. There are some differences between teachers of different backgrounds. In order to deepen school-based curriculum development, measures should be taken to improve teachers＇ intention such as empowering the teachers, guaranteeing headmasters more curriculum power and enforcing action research.

关 键 词： 中小学教师 校本课程开发 行为意向 调查研究

分 类 号： [G423.07]

领　　域： []