課程改革中教師挑戰與困境:中國大陸教師的個案分析

黃顯涵, 李子建, 羅厚輝

Research output: Contribution to journalArticle

Abstract

本研究嘗試在課程改革脈絡中探討中國大陸教師在建構其專業身份時所遇到的挑戰與困境。具體而言,採用案例研究方式,在廣東省深圳市選擇三所小學進行深入研究,主要運用半結構式訪談、檔分析等方法搜集數據。研究結果表明,中國大陸教師在課程改革背景之下,其專業身份建構過程所面對的困境主要分為控制、課程、專業發展與評估等四個方面。針對這一結論,研究者對如何進行下一階段的教師教育提出了相應建議。
We explored the challenges and dilemmas of Chinese teachers’ identity formation. The study adopted case study approach and selected three primary schools in Shenzhen. The semi-structured interview and document analysis were used to collect data. The results showed that,in the context of Chinese curriculum reform,four dilemmas of forming teacher professional identity were evolved. These dilemmas covered four aspects,namely control,curriculum,professional development,and evaluation. Based on these findings,suggestions for future teacher education are also discussed in this paper. Copyright © 2017北京師範大學;華東師範大學;高等學校師資培訓交流北京中心.
Original languageChinese
Pages (from-to)92-97
Journal教師教育研究
Volume2017
Issue number4
DOIs
Publication statusPublished - 2017

Citation

黃顯涵、李子建和羅厚輝(2017):課程改革中教師挑戰與困境:中國大陸教師的個案分析,《教師教育研究》,2017(4),頁92-97。

Keywords

  • 課程改革
  • 教師身份認同
  • 教師教育
  • 教師領導
  • Curriculum reform
  • Teacher professional identity
  • Teacher education
  • Teacher leadership
  • Alt. title: The challenge and dilemma faced by teachers in curriculum reform: A case study in China