中小学教师的课程取向及其特点

The Curriculum Orientation of Primary and Secondary School Teachers and Its Characteristics

课程取向问卷调查的结果表明：中小学教师对认知过程取向的认同度最高，但也不排斥其他四种取向；男教师比女教师更倾向于学术理性取向；不同教龄的教师在认知过程、科技发展、社会重建、学术理性取向上有显著差异；不同学校类别的教师在科技发展、人文主义、社会重建、学术理性取向上有极其显著的差异；不同学历的教师在科技发展、人文主义、社会重建、学术理性取向上有非常显著的差异；教师的新课程培训状况对科技发展、认知过程、社会重建取向有影响。在此基础上，笔者对我国的课程研究与改革提出一些建议。

The results of the curriculum orientation questionnaires show that teachers strongly believe in the cognitive process orientation, but they generally do not reject the other four orientations. Male teachers incline more to the academic rationalism orientation than female teachers; there are statisti- cally significant differences among those who have different years of teaching experience in cognitive process, scientific and technological development, social reconstruction and academic rationalism orientations; there are rather significant differences among those who are scattered in schools and among those who are with different academic degree in scientific and technological development, humanistic, social reconstruction and academic rationalism orientations. Also, the paper has found out that the training state of the new curriculum for teachers has an effect on scientific and technological development, cognitive process, and social reconstruction orientations. And some suggestions on curriculum reform and research in China have been put forward.