课程改革对教师观念与教学行为的影响探析——基于甘肃省普通高中研究性学习实施现状的调查研究

The Influence of the Curriculum Reform on Teachers'Teaching Belief and Teaching Behavior——Based on an Investigation into the Current Status of the Project-based Learning in Senior High Schools in Gansu Province

课程改革能否取得效果,取决于教师能否对新课程的理念有深刻的认识,更重要的是教师能否把新课程的理念和目标转化为教师最终的教学行为。对甘肃省普通高中研究性学习课程实施现状的调查研究表明:一方面,随着课程改革的逐步推进,多数教师通过课程培训和自主探索实现了教育观念的转向;另一方面,教育改革的复杂性及其教师的现实处境,使多数教师的教学行为与新课程的要求有一定距离。教师自身的变革动力是推动教师教学行为改善的内在因素,而课程实践问题的解决,为教师教学行为改善提供了外部条件。课程管理者需不断提升对于课程改革的认识,帮助教师解决课程实践问题,使教师真正成为课程变革的动力,促使教师积极主动地改善教学行为,推动课程改革的深入发展。

Whether the Curriculum Reform can achieve the expected effect depends on teachers＇ accurate understanding of the teaching concepts accocated in the new curriculum, and more importantly on teachers＇ convertion of the teaching concepts and teaching objectives of the new curriculum into their teaching behaviors. A study on the present situation of the project-based learning in rural senior high schools of Gansu Province shows that, on the one hand, after some training and self study, most teachers have changed their educational ideas with the deepening of the school curriculum reform; on the other hand, there is still a gap between the teachers＇ teaching practice and the requirment of the new curriculum due to the complexity of the reform and the constraints of realities. Teachers＇ desire to change is the inner drive for improving their teaching behaviors, while solving the practical problems in curriculum reform can provide external conditions for improving teachers＇ teaching behavior. The curriculum administrators in schools should enhance their own understanding of curriculum reform and help teachers with practical problems so that teachers will become the real force of the reform and autonomously pursue the change in their teaching behavior to further the curriculum reform.