理解课程改革中的“教师阻抗”——公共政策执行的视角
发布时间：2018-09-04 13:17
【摘要】：课程改革中"教师阻抗"的观念源于"自上而下"的单边视角,由于其强调对既定课程方案的忠实执行,而未能真正理解变革情境中的教师行动。"自下而上"的视角试图通过强调教师的专业自主以及实践创新为阻抗行为正名,但由于未能充分关注教师的现实处境,同样存在较大的局限性。"教师阻抗"实质上是特定制度环境与教师个体互动的结果,教师所处制度环境深刻影响着教师的课程改革行为。当前课程改革的全面深化需营造有利于课程改革的制度环境,将教师赋权增能与制度环境变革相结合,提升教师影响制度环境的能力。
[Abstract]:The concept of "teacher impedance" in curriculum reform originates from the unilateral perspective of "top-down", because of its emphasis on faithful implementation of the established curriculum scheme, it fails to truly understand the teacher's action in the context of change. " The "bottom-up" perspective attempts to justify impedance behavior by emphasizing teachers' professional autonomy and practical innovation, but there are also greater limitations due to the failure to pay sufficient attention to teachers' real situation. Teacher impedance is essentially the result of the interaction between the specific institutional environment and the individual teacher, and the institutional environment in which the teacher is located has a profound impact on the curriculum reform behavior of the teacher. To deepen the curriculum reform in an all-round way, it is necessary to create an institutional environment conducive to curriculum reform, to combine the empowerment of teachers with the institutional environment change, and to enhance teachers' ability to influence the institutional environment.
【作者单位】： 湖北师范大学教育科学学院;
【基金】：湖北省教育厅人文社会科学研究青年项目“政校互动视角下基础教育课程改革的实践过程研究”(项目编号:17Q116)的阶段性研究成果
【分类号】：G423
，
本文编号：2222216
[Abstract]:The concept of "teacher impedance" in curriculum reform originates from the unilateral perspective of "top-down", because of its emphasis on faithful implementation of the established curriculum scheme, it fails to truly understand the teacher's action in the context of change. " The "bottom-up" perspective attempts to justify impedance behavior by emphasizing teachers' professional autonomy and practical innovation, but there are also greater limitations due to the failure to pay sufficient attention to teachers' real situation. Teacher impedance is essentially the result of the interaction between the specific institutional environment and the individual teacher, and the institutional environment in which the teacher is located has a profound impact on the curriculum reform behavior of the teacher. To deepen the curriculum reform in an all-round way, it is necessary to create an institutional environment conducive to curriculum reform, to combine the empowerment of teachers with the institutional environment change, and to enhance teachers' ability to influence the institutional environment.
【作者单位】： 湖北师范大学教育科学学院;
【基金】：湖北省教育厅人文社会科学研究青年项目“政校互动视角下基础教育课程改革的实践过程研究”(项目编号:17Q116)的阶段性研究成果
【分类号】：G423
，
本文编号：2222216
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