摘要
自20世纪90年代以来,人们对课程变革的研究由结构-功能视角转向文化-个人视角。在文化-个人视角下,教师对课程变革的适应性由四个重要因素构成:思想上的认同、能力上的胜任、情感上的关注以及文化上的融合。这四个要素彼此相互联系,构成了一个综合性的研究架构,为我们研究教师对新课程改革的适应性提供了有力的理论工具。
Since the 1990s, there is an important theoretical transformation from structural-functional perspective to personal-cultural perspective in the field of research on curriculum reforms. From personal cultural perspective, there are four main factors forming teacher＇s adaptability to the New Curriculum Reform： receptivity in thought, competence in ability, concerning in emotion, and confusion in culture. Such four factors relates together to form an integrated theoretical framework to facilitate us to stduy teacher＇s adaptabilily to the New Curriculum Reform.
出处
《西南大学学报（社会科学版）》
CSSCI
北大核心
2009年第2期128-133,共6页
Journal of Southwest University(Social Sciences Edition)
基金
全国教育科学规划课题“民族学校对新课程的适应性及办学特色研究”(DMA050184),项目负责人:靳玉乐
关键词
文化-个人视角
新课程改革
适应性
personal cultural perspective
the new curriculum reform
adaptability
