摘要
本研究借用新制度主义的分析概念和框架,分析影响学校教师课程政策实施行为的文化-认知因素。本研究发现并提取出了三个与研究性学习政策实施密切相关,而又经常被学校教师用来理解教育行为与现象的认知图式或思维模式:"应试图式"、"学科教学图式"、"身份图式"。这些共享的认知图式使得不同的学校教师会以某种相似的方式去理解各种研究性学习及其实施,并得出许多相似的认识和结论,这些共同的理解又直接地影响到了他们的政策实施行为决策。
This paper is to explore what is the culture-cognitive institutions influencing the curriculum policy implementing from the theoretical framework of new institutionalism.This research finds that there are three sets of schema which are used by teachers to understand and explain their life world.Those are schema of test-preparing,schema of discipline teaching and schema of identity.These shared schema make teachers understand the world in similar ways and get the similar conception of the world.These similar ways and conception influence the implementation action of curriculum policy evidently.
出处
《全球教育展望》
CSSCI
北大核心
2011年第3期39-48,共10页
Global Education
基金
2009年上海市浦江人才计划资助
关键词
文化-认知
课程政策实施
研究性学习
culture-cognition
curriculum policy implementing
research-based-learning curriculum
