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一、课改对教师教学观念的影响从2001年开始的新课程初中地理教学改革,已经在潜移默化中影响了参与教改教师的教学观念、教学行为,从而改变着整个初中地理的教学。教改对教师教学观念的影响,可以分成三个阶段:1.破旧阶段:初期动员学习,使教师们初步了解以生为本的学生观、重视过程与方法的课堂观,接触新课标、新教材。新的理念和信息大量地呈现,冲击着教师们固有的教学观念和行为。2.立新阶段:带着新课程改革的理念,理解或不理解,接受或不接受,课程改革的浪潮都把教师推到改革的洪流中。教研培训、课例分析、公开课交流、课题研究、教辅材料编制在有条不紊地进行。在实践活动中,新的教改观开始形成,不仅新名词多了,新教学方法也多了。3.反复阶段:新课程实施过程中出现的种种问题:活动课程与课时不足的矛盾、教学与教研后续培训跟进不够、对第一线教师在教改中提出的问题缺乏良好沟通、教辅资料与新课程要求不符、滞后的教学评价对教改积极性的打击等问题得不到有效地沟通和解决,以及大量对教改提出质疑的文章,更为新观念产生了怀疑。教改对教师教学观念转变的影响,受到了教师个体固有观念、知识结构、新信息拥有量、周围教学教研环境和教改效果等因素的制约。个案分析和访谈结果显示出,
First, the impact of curriculum reform on the concept of teacher education From 2001 onwards, the new curriculum geography teaching reform in junior high schools, has subtly affected the participation in teaching reform teachers’ teaching concepts, teaching behavior, thus changing the entire junior high school geography teaching. The impact of education reform on teachers’ teaching concept can be divided into three stages: 1. Shabby stage: the initial mobilization of learning, so that teachers initially understand the student-centered view of the students, pay attention to the process and methods of classroom view, contact with the new curriculum standards, new Teaching material. New ideas and information are presented in large numbers, impacting teachers’ inherent teaching concepts and behaviors. 2. Establish a new phase: With the concept of new curriculum reform, understanding or not understanding, accepting or not accepting, the tide of curriculum reform pushed teachers into the torrent of reform. Teaching and research training, case studies, open class exchanges, research projects, teaching materials in an orderly manner. In practice, a new concept of educational reform began to take shape, with more new terms and new teaching methods. 3. Repetitive stages: Problems in the process of implementing the new curriculum: the contradiction between the activity curriculum and the lack of class hours, the lack of follow-up training in teaching and teaching and research, the lack of good communication on the issues raised by the teachers in the first line, and the supplementary materials Disputes with the requirements of the new curriculum, the lack of effective communication and resolution of the lagging teaching evaluation on the enthusiasm of the education reform, and the large number of articles that have challenged the reform of the education system have cast doubt on the new concept. The impact of educational reform on the transformation of teachers’ teaching concept has been restricted by the inherent concepts of individual teachers, the structure of knowledge, the amount of new information, the surrounding teaching, teaching and research environment and the effect of educational reform. Case studies and interview results show that,