摘要
教师课程取向是指教师对课程的认识与理解,包括教师对课程理念、学科课程目标、课程内容、教学方法以及课程评价等问题的认识和理解。西北地区中小学教师认同度最高的是认知过程取向和人文主义取向,认同度较低的是学术理性取向和社会重建取向。城市初中教师与其他类型学校教师表现出显著的城乡差异或学段差异;英语教师在认知主义和人文主义上的得分显著地低于语文教师。西北地区中小学教师课程取向表现出综合的特征;西北地区中小学教师观念层面的课程取向与新课程理念完全一致。
Teachers＇ curriculum orientation refers to teachers＇ understanding of curriculum , including curriculum concepts , goals of courses , subject contents , teaching methods and evaluation of curriculum , and etc .. Findings from the investigation show that cognitive processes and self‐actualization are at the highest level of teachers＇ identification , and academic rationalism and social reconstruction are at lower level . There are remarkable differences between teachers from middle schools in urban and teachers from other types of schools . English teachers＇ cognitive processes and self‐actualization are significantly lower than Chinese teachers＇ . Primary and middle school teachers＇ curriculum orientation in Northwest China is comprehensive . Primary and middle school teachers＇ espoused curriculum orientation is in accordance with the concepts of the new curriculum .
出处
《西北师大学报（社会科学版）》
CSSCI
北大核心
2015年第4期94-99,共6页
Journal of Northwest Normal University(Social Sciences)
基金
全国教育科学"十二五"规划教育部项目"西北地区县域中小学教师流动问题研究"(EFA110336)
西北师范大学青年教师科研能力提升计划骨干项目"西北地区中小学教师课程取向研究"
关键词
西北地区
中小学
教师课程取向
Northwest China
elementary and middle school
teachers＇ curriculum orientation
