新课程实施中教师的改革与抗拒

Teachers' Reform and Resistance in the New Curriculum Implementation

参照美国“基于关心的变革采纳模式(CBAM)”的研究理论以及我国中小学教师的课程实施现状,可将教师实施新课程的水平大致分为机械实施、常规化、精致加工、整合、创新五个层次,而教师实施新课程的态势主要表现为夹杂着改革与抗拒成分的“激进主义、保守主义和中庸主义”三种倾向。新课程改革必须关注教师的态度与态势,才能促进教师与新课程同行。

According to the theory of ＂Concerns-Based Adoption Mode（CBMA）＂ and the present situation of curriculum implementation in Chinese primary and secondary schools, we can find that the levels of teachers＇ implementing the new curriculum can be classified in five： Mechanical implementation, routinization , delicate processing , integration , innovation. Besides, the posture of teachers in implementing the new curriculum has three tendencies： radicalism, conservatism, medialisrh, which are mingled with the reform and resistance. The teachers can be in tune with the new curriculum only when great attention is paid to the their attitude and posture in the reform of new curriculum.