新课改背景下教师信念对教学行为影响的研究——基于课堂活动精细分析的视角

Research on Teachers’ Belief and Its Influence on Teaching Behavior from the Perspective of the New Curriculum-Based on an Approach from Careful Analysis on Classroom Activities

新课程实施以来，传统的教师信念与新课程提倡的教学理念存在的落差一直困扰着教师的教学实践。研究表明，新课程背景下的教师信念同时包含新旧两套信念系统，具有双重性，教师处在一个“两难”“激荡”境地。教师信念常以信念包的形式对教师的决定施加影响，进而改变教学行为。教师信念具有稳定性，但处于新课改转型期的教师的信念正在逐渐转变。通过对教学成效的反思有利于教师信念的重构。

Since new curriculum was put into practice, the difference between teachers＇ conventional belief and new viewpoints has embarrassed teachers＇ behaviors. The research indicates that teachers＇ belief during new curriculum reform includes two belief systems, and teachers are in a dilemma. Teachers＇ belief usually affects teachers＇ decisions through belief bundles, which will further change their teaching behaviors. It is difficult to change teachers＇ belief, but teachers＇ belief is changing during the new curriculum reform. It is helpful to reconstruct teachers＇ belief by reflecting their teaching results.