【作者】 李岩；

【导师】 解月光；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2012， 博士

【摘要】 2003年4月，教育部颁发了《普通高中技术课程标准（实验）》，拉开了信息技术课程改革的序幕。信息技术课程作为技术学习领域的课程之一，与语言与文学、数学、人文与社会、科学、艺术等学习领域的课程从理念到具体的课程价值都有较大的差别。在信息技术课程自身理念不断变化的历史背景和当下课程改革的情境下，信息技术教师对课程、对学生、对教学和对自身拥有什么样的信念直接关涉到新课程的推行、落实与发展。关照高中信息技术教师信念，即了解教师信念状况，找到影响教师信念形成与转变的因素，进而提供促进教师信念转变的各种基本保障，成为普通高中信息技术课程实施过程中急需解决的重要课题。本研究主要采用文献研究和质化研究法，并在质化研究过程中应用扎根理论。首先，通过对文献资料的收集和梳理，提炼出教师信念的内涵、构成、影响因素、教师信念与课程决策的关系等作为研究的理论依据。然后，在文献研究的基础上，深入教学现场，通过观察教师的教学、阅读教师的教案、与教师交谈来收集第一手资料，为研究提供可靠的依据。最后，对资料进行深入分析，得出研究发现和结论。研究发现主要有三个：一是在经历了多年的课程改革实践之后，普通高中信息技术教师信念形成了一定的系统结构，主要包括关于课程、学生、教学和自身四个维度的信念。维度的划分主要是为了基本样态呈现过程中的清晰化。事实上，教师信念并不是相互独立和分割的，而是在各种信念的融合中影响教师行为的；二是信息技术教师信念呈现出比较稳定的基本样态，主要信念与新课程所倡导的理念基本是一致的，绝大部分信念是趋向积极的，是向着有利于课程、学生和教师发展的方面的。但这些积极的信念由于受到现实条件的限制，并不能在实际教学中被很好地践行。而那些由主要信念派生出的具体信念有一部分是极其消极的，相反，这些消极的信念是有碍于课程、学生和教师发展的，却一直作用于教师的教学实践；三是信息技术教师信念的形成与转变除了受自身学生时代的学习经历和以往的工作经历的影响之外，来自学校文化、科组文化、上级行政以及高考文化的影响也是不容忽视的，外部因素很大程度上甚至高于内部因素的作用效果。所以，信息技术教师积极信念的强化和消极信念的转变，有赖于内部和外部的共同努力。根据上述研究和发现，本研究对强化信息技术教师积极信念和转变信息技术教师消极信念提出了具体建议：即教师进行教学反思，为强化积极信念和转变消极信念提供根本性途径；上级行政部门有效干预，为强化积极信念和转变消极信念提供指导性保障；学校文化的变革，为强化积极信念和转变消极信念提供条件性保障；教研组文化的生成，为强化积极信念和转变消极信念提供激励性保障。更多还原

【Abstract】 In April2003, the issue of “High School Technology Curriculum Standards(Experimental)” by the Ministry of Education precluded the IT curriculum reform. ITcourses, as one of the technology learning curriculum, have a greater difference from thecourses in the field of language and literature, mathematics, humanities and socialsciences, and arts from the concept to the specific course value. In the historicalbackground of the changing ideas of IT curriculum itself and in the context ofcontemporary curriculum reform, what kind of belief IT teachers hold on courses,students, teaching and themselves directly concerns the implementation, fulfillment anddevelopment of the new curriculum. It has become an important issue to address urgentlyin the implementation process of high school IT curriculum to pay attention to highschool IT teachers’ beliefs, i.e. to understand the state of teachers’ beliefs, to find thefactors influencing the formation and transformation of teachers’ beliefs, thereby toprovide the various basic guarantees to promote the transformation of teachers’ beliefs.A literature review and a qualitative research method were adopted in this study,with grounded theory applied in the process of qualitative research. First, through theliterature collection and carding, the connotation, structure, and influencing factors ofteachers’ beliefs, and the relationship between teachers’ beliefs and curriculumdecision-making were extracted as the theoretical basis of the study. Then, on the basis ofliterature research, first-hand information was gathered through observing teachers’teaching, reading teachers’ lesson plans, and talking with teachers in teaching site, toprovide a reliable foundation for the study. Finally, the data was analysed in depth to drawresearch findings and conclusions.There are three main findings in the study: Firstly, after years of curriculum reformpractices, the high school IT teachers’ beliefs formed a certain system, including fourdimensional beliefs on curriculum, students, teaching, and themselves. Dimensiondivision is mainly for the basic state to present clearness of process, in fact, teachers’beliefs are not independent of each other and segmented, but influencing teachers’behavior in fusion; Secondly, IT teachers’ beliefs present a relatively stable basic state, themain beliefs and ideas advocated by the new curriculum is basically the same, the vastmajority of beliefs tend to be positive and conducive to the development of thecurriculum, students and teachers. But these positive beliefs, due to the limitations of theactual conditions, can not be put into the actual teaching practice. And part of thosespecific beliefs derived from the main beliefs are extremely negative, on the contrary, thenegative beliefs, hindering the development of curriculum, students and teachers, havebeen applied to the teaching practice of teachers; Thirdly, in addition to the impact of theteachers’ own learning experience and previous work experience on the formation andtransformation of the IT teachers’ beliefs, the influence from the school culture, group culture, higher administration and college entrance examination culture also can not beignored. The external factors, to a large extent, even have greater effect than the internalfactors. Therefore, the strengthening of IT teachers’ positive beliefs and the change andremoval of negative beliefs depend on the internal and external joint efforts.Based on the above research and findings, this study made concrete suggestions onstrengthening IT teachers’ positive beliefs and changing the negative beliefs: Namely,teachers reflect on teaching to provide a fundamental way to reinforce positive beliefs andtransform negative beliefs; The higher administrative authorities intervene effectively toprovide directive guarantee for reinforcing positive beliefs and changing negative beliefs;The change of school culture provides conditional guarantee, for reinforcing positivebeliefs and changing negative beliefs; The generation of teaching and research facultyculture provides incentive guarantee for reinforcing positive beliefs and changingnegative beliefs.更多还原