【作者】 谢翌；

【导师】 马云鹏；

【作者基本信息】 东北师范大学 ， 教育学原理， 2006， 博士

【副题名】一所普通中学的个案研究

【摘要】 教师和学校是教育变革的关键,无论哪一层面的变革,最终都要经由学校和教师来实施。因而,了解学校文化变革和教师改变中的动力因素非常重要。相关研究表明,教师信念是学校文化中的深层指令,它像“幽灵”一样影响着学校的教育实践,同时,又被学校文化所影响,因此,理解、控制和重建这一“幽灵”成了学校优质化建设的关键所在。国内外研究成果显示,以往的研究更多的关注了教师的教学信念,而对于学校教育实践中其他对象的信念有所忽视。由于教师的活动并不仅仅限于课堂,他们的信念游走于学校的所有活动当中,并影响着各种教育实践活动,所以超越教师教学信念的研究,关注教师对于教育整体各个方面的信念,也就成为了教师信念研究的题中应有之义。我们认为,教师的教育信念主要包括以下几方面的内容:关于学校愿景的信念;关于学校教育活动(如课程、教学、德育、科研、评价、管理等方面)的信念;关于教师自我的信念;关于学生的信念;关于社会和家庭角色的信念;关于学校未来发展的信念,等等。为了了解新课程实施、学校变革和教师改变的成功条件和困难,本研究从教师教育信念入手,选取了一所普通中学N为个案,采用访谈、听课、学生自由作文、文件分析、问卷调查、临床情境诊断等质化的研究方法搜集资料,从多位教师重复较多的语言和实践中找出N中所运作的主要信念。通过比较这些信念,建构了N中教师信念的主要结构。然后将这些信念与新课程以及目前教育变革中的一些主要理念进行比较,藉此了解中学教师在实施学校变革和自我改变时需要转变和坚持哪些信念,会遭遇到哪些困难?在此基础上,提出了教师信念的一般结构。研究发现,“考试成功至上”的信念是N中的“幽灵”,决定了其消极的学校文化。N中运行着两种对立的文化:停滞文化与进步文化,学校的矛盾表现为两种文化的冲突。这种文化冲突的根源还在于教师信念之间的冲突,主要内容如下:一是关于“管治为先,教学跟上”与“科研兴校,自主发展”的愿景之争;二是“分数和控制”与“自主发展”成了学校中不同教师群体所关注的重要目标;三是教师关于自我形象的定位:“权威-控制”与“亦师亦友”的角色信念的对立;四是关于学生的差异的信念:“差异即问题”与“差异即个性”和“科学对待差异”。因而学校所运作的信念体系总体上表现为以下特点:一是存在着两种相冲突的信念体系,从而导致了冲突的学校愿景和学校文化;二是学校教育的真实目标被窄化为分数与纪律,从而忽视了具体个体及他们的具体需要。根据研究结果,我们建议,学校要把“理解并控制学校教育中的幽灵”作为学校文化重建和教师教育的基点。在新课程实施和学校文化变革中,需要帮助教师反思他们固有的经验与教育信念,同时,调适新课程的基本理念与教师的教育信念。学校同时应从学校文化的建设方面配合新课程的实施、学校的改进和教师专业方面的发展,形成自主的教师专业文化。基于上述分析,我们提出了以下建议:从元情感和教师文化入手,重建教师信念;需要重建教师关于“科研、德育与教学”三者整合的学校愿景;重建关爱每一个具体个体的学校课程愿景;重建教师角色的信念,让每一个教师成为学校的领袖,建设领导者共同体;超越“学科教研”,走向“学校科研”;建构“田野—书斋”理论,形成大中小学协作共同体。总之,学校文化与教师信念之间是相互影响,互为改变的条件。更多还原

【Abstract】 Teachers and schools play the important roles in the education reform. To know the factorswhich influence the school reculturing and teacher change is of great significance, for anyreform on any level it is the school and teachers who carry it out at last. Related studies showthat Teacher Belief is the profound instruction in the school culture. It influences the schooleducational practice and is influenced by the school culture at the same time. Therefore, tounderstand, control and reconstruct Teacher Belief becomes the key pointt of the qualityschool construction. The past researches have paid more attention on teachers’ beliefs aboutinstruction but neglected the beliefs about other aspects in the schools. Teachers’ activities arenot confined in the classrooms only. Teachers’ beliefs permeate in most school activities andinfluence them, thus we should concern about teachers’ beliefs on every aspect of theeducation.Teachers’ educational beliefs should include the following aspects: beliefs on school vision;beliefs on school educational activities (curriculum, instruction, moral education, scientificresearch, evaluation, management, etc.);beliefs on the social and family roles;beliefs onschool development etc.. In order to know the successful conditions and difficulties of theimplementation of the New Curriculum Reform, school reforms and teacher change, we startthe study from the perspective of teachers’ “whole-education beliefs” and select a secondaryschool N as the case. We construct the teacher belief system in N by interviewing, classobservation, students’ free writing, file analysis, questionnaires and situational diagnosis.After that we make a comparison between those beliefs and the ideas of the New CurriculumReform in nowadays educational reforms. And via this we have achieved the purpose of thisdissertation.Research shows that the belief“Marks of the examination are the most important factor inthe education” is the “ghost” in most of schools. There exists two contrary cultures in N: thestagnate culture and the progressive culture. These two cultures form a paradox, conflictingwith each other. In fact it is the result of the conflicts among those teachers’ beliefs. The maincontents of teachers’ beliefs are: the contradiction between the two perspectives as“Management and control come first, teaching follows” and “Scientific research rejuvenatingthe school, activating self-development”;“Students’ marks and control are the central aims ofschool education” or “Self-development is the main goal”;Teachers fix their self-images as“authorities and controllers” or “friends”;Individual differences are “problems” or “varieties”.Thus the contradictory beliefs lead to the conflicting school visions and contrary schoolcultures. The purposes of school education are narrowed down to “marks and disciplines”which neglect individuals and individuals’ needs.According to the result of the research, we suggest that teacher beliefs should be the baseof school reculturing and teacher change. Besides, schools need to help teachers to reflect ontheir original experience and educational beliefs and adjust to the basic concepts of the NewCurriculum Reform. At the same time, teachers should restructure their educational beliefsduring the implementation of the New Curriculum and the school reculturing.In order tofacilitate the implementation of the New Curriculum, the school culture and TeacherProfessionalization should be improved, thus to form a kind of autonomous teacherprofessional culture. Based on the above analysis, we provide the following suggestions: toreconstruct Teacher Belief from meta-affect and the teacher culture;to construct a schoolvision of “integrating scientific research, moral education and instruction”;to reconstruct aschool curriculum vision of “caring for individuals”;to reconstruct the belief on teacher rolesand form the leadership community, let every teacher be part of the leadership;to popularizescientific research throughout the whole school;to build the theory of “Fieldwork—Study”and form “School—University” Parternerships. In a word, the school culture and teacherbeliefs interact with each other and change each other mutually.更多还原