中小学教师课程实施的程度检测与干预

Assessment of Degree and Intervention of Elementary and Secondary School Teachers' Curriculum Implementation

教师课程实施程度是衡量课程实施品质的重要指标。教师课程实施程度的操作性定义是指教师在理解、运用特定课程方案中所展现出的课程认知、课程行为、课程反省以及学生学习的水平。检测这一概念主要基于三点:第一是检测什么,基于相互调适的实施观,本研究采用自上而下的编码分析国家课程方案,自下而上地分析教师对课程实施的观念,形成包含10个维度的课程评估框架;第二是如何确定教师课程实施的水平高低,根据教师课程决策的内在机制,提出划分教师课程实施水平的L-CRB架构和实施的6个水平;第三是如何检测教师的课程实施水平,本研究设计了基于L-CRB问卷和分叉型访谈工具。本研究选择10个维度中的学习方式组进行工具检验与实地检测,并基于问卷结果提出三项干预策略。

The operational definition of the degree of teachers＇ curriculum implementation is teachers＇ cognition,behavior and reflection about curriculum and perceived student learning level in their understanding and applying particular curriculum plans.The assessment of this construct is based on the following three aspects.Firstly,what is assessed？ Based on the mutually adjusting ideas on implementation,this research analyzes the national curriculum plans by using the top-down coding,analyzes teachers＇ perception of curriculum implementation in a bottom-up manner,and formulates the curriculum evaluation framework composed of 10 dimensions.Secondly,how can the degree of teachers＇ curriculum implementation be determined？ According to the internal mechanism of teachers＇ curriculum decision,we propose the L-CRB framework by which teachers＇ curriculum implementation degrees are identified,and propose six degrees of implementation.Thirdly,how can the degree of teachers＇ curriculum implementation be evaluated？ The L-CRB-based questionnaire and interwoven interviewing instrument are designed according to the evaluation framework and identification of 6 degrees.In this research,the dimension of approaches to learning is selected among the ten dimensions for instrument evaluation and field testing.Meanwhile,tree intervention strategies are proposed based on the questionnaire results.