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对上海市、徐州市、常州市以及内蒙古自治区等四个城市和地区的中小学教师进行的问卷调查表明,在新课程改革运行中,教师直接参与课程改革的面较窄;教师参与培训的级别和频率不高,效果不明显;教师对新教材的理解和适应还需要一定的时间;教师对于课堂教学中学生主体作用的发挥以及如何在新课程背景下调整与改进自己的课堂教学仍没有清晰的认识;教研员在教师教研中的作用值得怀疑;教师教研活动亟待改进。一线教师应转变认识论,用建构主义认识指导实践,在课程实施过程中采取相互适应取向。
A survey of primary and secondary school teachers in Shanghai, Xuzhou, Changzhou, Inner Mongolia Autonomous Region and other four cities and regions shows that in the new curriculum reform, teachers are directly involved in curriculum reform is narrow; teacher participation in training level And the frequency is not high, the effect is not obvious; teachers need to understand and adapt to the new textbooks will take some time; teachers for the role of students in the classroom teaching play and how to adjust and improve their own classroom teaching in the context of the new curriculum is still not clear Understanding; teaching and research staff in the role of teaching and research is questionable; teacher teaching and research activities need to be improved. Front-line teachers should change their epistemology, use constructivism to guide their practice, and adopt a mutual orientation during the implementation of the curriculum.