作　　者： ; (黄小瑞）;

机构地区： 华东师范大学教育学部

出　　处： 《教育发展研究》 2016年第4期71-76,共6页

摘　　要： 本研究从"学生关注"和"资源利用"两个角度探究教师的教学投入,从"教程观"与"学程观"两个维度考量教师的课程理解。通过分层抽样,对郑州市570名初中教师进行了分析。研究发现教师在教学投入上分为四种类型,每一类型教师所持的课程理解有所不同。"资源利用单一的功利型教师"和"指向教学任务的资源复制型教师"持教程观,"根据学生有选择性利用资源的教师"持学程观,利用多种资源关注学生的教师"学"、"教"兼顾。为了促进教师专业发展,有效推动课改,教师主体需走向学程导向下的课程理解;教师专业发展机构应提高教师专业发展活动的针对性;政府需着力改善农村教师专业发展环境;政策实施中需以专业问责引领教学改进。 The study investigated teachers＂ engagement in teaching in two angles consisted of student -concern and resource usage.And it explored teachers＂ curriculum understanding in teaching-based view as well as learning-based view. 570 valid questionnaireswere collected from Zhengzhou junior higher schools by the stratified sampling. The study found that teachers can be divided into fourcategories according to their engagement in classrooms, and every kind of teacher differs in their understanding of curriculum.Utilitarian teachers who use resource scanty hold the teaching-based view, so do task oriented teachers who use resourcereproductively. Student-concerned teachers who use resource selectively hold the learning-based view. Student-concerned teacherswho use multiple resources hold the hybrid view. In order to improve teacher professional development and prompt curriculum reformeffectively, the study suggests teachers＂ engagement in teaching should be guided by the learning-based curriculum understanding.Professional support should bridge different teachers＂ conception and practices. Local government should improve rural teachers＂professional environment. Education reformers should lead teaching improvement through professional accountability during theprocess of curriculum implementation.

关 键 词： 课程实施 教师发展 教学投入 课程理解

领　　域： [文化科学—教育学]