提升初中教师课程执行力的实践研究 _ 以上海A校为例.pdfVIP

论文摘要 教师的课程执行力，就是教师作为课程政策执行活动的主要行为主体，通过 努力得以有效地实现课程政策目标的 “知”、“行”能力。“知”的能力包括对课 程政策的理解与认同、具有专业的知识和专业的态度；“行”的能力包括把专业 态度转化为教育行为的能力和具有专业技能。 课程改革对教师的专业素质尤其是教学能力提出了巨大的挑战，教师的课程 执行力对课程改革的成败已经成为一个核心要素。本课题通过对政策、理论文献 的研究，区域内针对初中学校的调研情况，提出初中教师的三类课程执行力亟待 加强的问题，并选取 A 校作为个案学校进行研究，为初中阶段同类学校提供样 本及案例。 首先通过对 A 校教师进行了有关课程执行力的访谈和问卷调查，总结出影 响A 校教师课程执行力的四个因素，随后针对这些因素展开实践与研究，包括 通过一系列的行动方案增强教师对课程政策的理解与认同，通过 “教师课堂”的 主题式校本研修活动提升教师的专业态度、专业知识和专业技能，通过 “部门联 动”的管理效应加强针对拓展型、探究型课程的学校管理，并对实践与研究的结 果进行评析，给教育者提供了较好的提升初中教师课程执行力的范例。 关键词：教师课程执行力；课程；教师课堂 ABSTRACT Curriculum implementation is a teacher’s “cognition” and “action” which enables him or her to meet the curriculum goal(s), during which the teacher serves as the main part of his or her curriculum theory implementation. The “cognition” both refers to the abilities of understanding and identifying the curriculum theory and professional knowledge and attitude. The “action” both refers to the abilities of applying the professional attitude to the curriculum practice and to the professional skills. The curriculum reform imposes a daunting challenge to teachers’ expertise, teaching ability in particular. Curriculum implementation plays a key role in the curriculum reform. By research of curriculum theory and relative theory literatures, based on the investigation of the junior high schools in selected areas, this thesis raises the question of lagged behind curriculum implementation of current junior high school teachers and launches a case study of A school. Firstly, the author concludes the four facts that