从字面意思到深层结构:教师知识视域下“新课标”如何进入课堂

From Literal Meaning to Deep Structure:How the"New Curriculum Standards"Enter the Classroom from the Perspectiveof TeacherKnowledge

从“新课标”到课堂教学,教师知识发挥着至关重要的作用。本研究旨在探究教师知识在“新课标”进入课堂教学实践过程中发挥的作用,进而揭示“新课标”落地课堂教学的内在机理,为“新课标”的修订与培训提供建议和指导。基于教师知识的关联性、动态性和指向性等维度构建的理论框架,本研究验证了三位参与者因教师知识的不同指向,产生了“新课标”进入课堂教学的三种不同路径、过程和形态。本研究的结论是:问题意识是“新课标”进入课堂的前提;标准认同是“新课标”进入课堂的关键;知识创生是“新课标”进入课堂的旨归。

From the"New Curriculum Standards"to classroom teaching,teacher knowledge plays a crucial role.This study aims to explore the role of teacher knowledge in the implementation of the"New Curriculum Standards"in classroom teaching practice,thereby revealing the internal mechanism of the implementation of the"New Curriculum Standards"in classroom teaching,and providing suggestions and guidance for the revision and training of the"New Curriculum Standards".Based on the theoretical framework constructed from the dimensions of relevance,dynamism,and directionality of teacher knowledge,this study verifies that three participants have developed three different paths,processes,and forms of"new curriculum standards"into classroom teaching due to the different orientations of teacher knowledge.The conclusion of this study is that problem awareness is the prerequisite for the"new curriculum standard"to enter the classroom;Standard identification is the key to the entry of the"new curriculum standard"into the classroom;Knowledge creation is the purpose of the"new curriculum standard"entering the classroom.