【作者】 谢红仔；

【导师】 李志厚；

【作者基本信息】 华南师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 我们认为，课程实施研究的重心是了解教师在实施过程中做了什么和没做什么，与文件课程有何差距，影响因素如何，学生对课程实施的满意程度等；课程实施取向不能只以文件课程的实施程度为标准，还应当关注学生发展这一终极目标。本研究以广州市四个不同层次与不同区域的学校为研究对象，通过教师访谈、学生问卷调查、课堂观察和各种文件分析，探究目前小学英语课程实施的基本现状以及影响课程实施的基本因素。广州市小学英语文件课程注意吸收比较先进的英语教育理念，较好地适合了广州市的实际情况。然而，从目标到内容，从课程资源到课程研制过程，还有许多值得完善的地方。这些不足成了影响课程实施的主要因素之一。 通过对教师所教课程、学生所学课程和所得课程等三个层面课程实施现状的调查以及教师课程决策状况的综合分析，我们发现，实施课程与文件课程之间在目标、内容与教学方法等三个方面存在着很大的差距，尽管教师备课、上课都是跟着课本走，但是教师并未实现文件课程所有的目标；在教学方法的选择上，他们也不是按课本的要求去做，他们多半是从教师操作的方便或考试的需要去选择教学方法，原因在于：教师进行课程实施的出发点是教材内容而不是学生的需要。同样，目前的课程实施现状远未满足学生的需要与期望，还需要大幅度的调整。导致这种现状的主要因素是多方面的，主要有：课程本身；教师素质；时间因素；评价制度；学校的研究文化与交流文化；班级人数的限制；社会环境与家庭环境等。 基于课程实施及其影响因素的分析，我们了解到课程实施中三个主体的不同需要。学生期望在愉快的体验中自主学习，希望教学材料学案化，希望教学内容趣味化、活动化，渴望民主、平等的师生关系等。总之，他们要求课程实施要与他们的内心需要相整合。要实现这一目标，必须进行配套改革：学校需要更多的课程自主权；教师希望得到更多的专业自由时间、可操作性的帮助、职业发展的需要、校长的支持等。 在这一过程中，我们作为研究的主体，也建构了个体的认识：初识了课程实施的基本分析框架；比较全面地认识了课程实施的影响因素；了解到英语课程与教学研究需要基于新的逻辑起点——儿童的需要。 基于上述分析，我们试图提出一些建议与策略：“重建”《小学英语课程与教学》理论，开展英语教师培训的改革；确立开放的、有弹性的课程研制与课程实施的策略，让学校和教师成为课程研制与实施的自由主体；完善课程资源；做好教师发展工作。上述所有工作的归宿就是：实现课程与学生心理需要的整合，最终实现儿童与文化的整合。更多还原

【Abstract】 As far as we are concerned, curriculum implementation issues were focused on teachers’ curriculum decision, the differences between the operational curriculum and the formal curriculum, the influences on the implementation and students’ attitude to the implementation. Curriculum implementation perspectives should not be limited to the fidelity to the formal curriculum, but include the students’ development. We chose teachers and students from four primary schools which lie in different areas in Guangzou and inquired into the main characters and factors of primary English curriculum implementation by interviewing, questionnaire, classroom observing and documents analysis. The formal curriculum in Guangzou was designed to absorb the advanced English educational ideal and it fit the real situation in Guangzou well. Nevertheless, it need refining either for the objects or the contents, either for the curriculum resources or the curriculum development. These disadvantages affected the curriculum implementation greatly.Research showed that there were great differences between the operational curriculum and the formal curriculum on the contents and the instructional methods. Though teachers followed the formal curriculum to prepare their lessons and give their lessons, they didn’t achieve all the goals that it demands. As for choosing the instructional methods, they didn’t do according to the teachers’ book but to their own convenience and the test. They only cared about the contents of the curriculum but not the students’ need. Though they followed the contents of the curriculum, they didn’t finish all the goals. At present, most of the students didn’t agree with the implementation.The following were the main affecting factors: formal curriculum, assessment system, teachers’ literacy, time, the culture of the school research, the limit from the population in class, social and family environment.Based on the analysis of the curriculum implementation and its affecting factors, we got the needs of the three kinds of participants who were involved in the implementation. The students desired to learn with exciting experience. They hoped that the teaching materials were interesting, active and easy to learn. They wanted teachers to be equal and friendly to them, too. In a word, they were appealing to the school to integrate their needs and experience into the curriculum and its implementation process. A school need more autonomy. Teachers yearned for more time for his self-development, easy aids and the principal’s supports.All through this process, we ourselves got other kinds of rewards. We knew more about how to analyze the curriculum implementation. Still, we found some new factors which influenced the teachers’ curriculum decision and realized that the new logical beginning of English language curriculum and instruction was children’s needs.We attempted to make some suggestions on the listed problems: "Reconstructing" the Primary English Curriculum and Instruction Theory, changing the teachers’ training courses, creating the flexible curriculum developing and implementing strategy, making schools and teachers more independent, perfecting the curriculum resources and doing a good job on teachers’ professional development, were the necessary tasks we must perform. All that should be done were subject to the only goal, that is to keep the curriculum and its implementation according to the students’ needs and language learning process, then integrating the children with the culture.更多还原