論課程改革中教師改變

尹弘飈, 李子建

Research output: Contribution to journalArticles

Abstract

教師改變與課程改革密切相關,是課程改革取得成功的內在動力。然而,教師對課程改革會表現出抵制和自願改變兩種傾向,這使教師改變具有了悖論性質。就其內涵而言,教師改變是一個多維度、多階段過程,並且各維度之間存在著復雜的相互作用。在課程實施中,既要妥善管理實施的“步伐”,處理好教師漸進性改變和根本性改變的關係,又要從專業、資源、制度和文化入手為教師提供必要的支援,引領教師改變的方向。
The teachers’ change is closely related to curriculum reform, which is the inner motive for the success of curriculum reform. However, there are two tendencies of resistance and voluntary change that teachers will show toward curriculum reform, which makes teachers’ change paradoxically. As for its connotation, teachers’ change is a multi-dimensional and multi-stage course. And there is complicated interaction among each dimension. In curriculum implementation, we should not only properly manage the pace of implementation so as to handle the relationship well between teachers’ gradual change and teachers’ fundamental change, but also offer teachers’ necessary support with profession, resource, system and culture to guide the direction of teachers’ change. Copyright © 2007 中國教育科學研究院.
Original languageChinese
Pages (from-to)23-29
Journal教育研究
Volume2007
Issue number3
Publication statusPublished - 2007

Citation

尹弘飈和李子建(2007):論課程改革中教師改變,《教育研究》,2007(3),頁23-29。

Keywords

  • 課程
  • 課程改革
  • 教師改變
  • Curriculum
  • Curriculum reform
  • Teachers’ change
  • Alt. title: On teachers’ change in curriculum reform