课程实施中的教师课程价值取向偏离分析——以语文教师为例

Digression of the curricular orientations of Chinese teachers

当前教师实然的课程价值取向与课程标准所提出的取向偏离很大,普遍以应试取向和知识技能取向为主,比较片面和功利。导致这一偏离状态的原因主要有升学考试制约、课程知识缺乏、学校文化氛围影响等。因此,加强教师对所教课程的课程知识理解、赋予教师课程权利、确立评价的积极导向、加强培训的可操作性,是转变教师课程价值取向、引导教师在教学中实现应然课程价值的必要途径。

The test or skill-centered orientations favored by most teachers are actually different from the curricular orientations. This digression is due to the restrains or limits caused by tests, shortage of curricular knowledge, and school atmosphere. Therefore, teachers need developing their awareness of the correct curricular orientations in relation to conceptions, assessment and approaches.