【作者】 宁彦锋；

【导师】 吴刚；

【作者基本信息】 华东师范大学 ， 比较教育学， 2003， 硕士

【摘要】 本文以课程创新为立足点，分析教师动员的不同路径——传播动员，竞争动员、参与动员，考察影响教师参与课程创新的各种变量，据此提出教师动员的合作动力型路径，为我国新世纪的课程改革的教师动员提供决策启示。 论文研究分为四部分： 第一章从课程创新的概念出发，界定教师在课程创新中的地位与角色，并对教师动员的概念、特征作初步分析。教师是课程研制的参与者和课程实施的主体，在整个课程创新系统中居“心脏”地位，课程创新需要系统的教师动员。教师动员是由政府部门发起、多种社会力量参与的，使教师的课程知识、态度和行为发生持久的正向变化的社会影响，教师动员的效果直接关系到课程改革的成败。 第二章的主要内容是教师动员的路径分析，分别从不同视角出发，结合国际上的相关实践，把教师动员路径归结为三类：传播动员、竞争动员和参与动员，深入剖析各种路径的概念、特征、问题和实施策略。其中，传播动员指国家利用行政力量，通过传播媒介，把专家理想形态的课程转化为教师实践形态的课程；竞争动员指通过确立课程创新的价值标准，培育竞争环境，制定竞争规则，实施价值判断，从而实现对教师的创新激励；参与动员指通过课程创新与教师的专业发展的有机结合，实现教师专业能力的持续发展与课程持续创新之间的双赢。 第三章的主要内容是不同动员路径的比较分析及合作动力模型路径的构建。我们认为三种动员路径在目标、动员主体、影响因素等方面具有共同性，本质上都是为了促进教师参与课程创新而施加的社会影响。但由于不同的问题视角，致使它们在理论假设、权力基础、参与者角色、创新绩效等方面具有不同的特征。合作动力型(即A+B+C+型)路径是三种路径的整合形式，反映了课程创新教师动员的理想状态。 第四章是实践分析，从我国当前“新课程”改革的现实问题出发，提出具体的改苹策略与建议，构建我国课程创新教师动员的理想模式。认为新课程的实施本质上以传播动员为主要路径，以竞争动员和参与动员为辅助路径，具有重视教师、分权化、发展性等特征，但直线式传播、教师能力缺乏、微观竞争机制滞后、价值尺度单一、教师群体的惰性文化等弊病制约着课程创新的落实。建议采取建立网络式传播系统、广泛利用各种传媒、加强教师培训、建设课程资源、激发竞争意识、完善评价体系、提升管理者素质、培育开放性文化、实行院校合作、建立教师发展促进系统等措施实现“新课程”创新的教师动员。更多还原

【Abstract】 Focused on curriculum innovation, this thesis makes great analysis on different paths of teachers’ mobilization, e.g.: teachers’ mobilization by transmission, by competition and by participation and also on variables that affects teachers’ participation in curriculum innovation. It is aimed at constructing a cooperative dynamics path for teachers’ mobilization and helping exert teachers’ effects in the newly curriculum innovation.The whole thesis consists of 4 parts.Beginning with the concept of curriculum innovation, Part One is mainly to define teachers’ roles in curriculum innovation and also introduces the concept as well as the basic features of teachers’ mobilization. It claims that teachers are the participators of curriculum development and the main body of curriculum implementation, and therefore teachers must be the "heart" of the whole system of curriculum innovation. In other words in curriculum innovation teachers’ systematical participation is required, which will directly determines the outcome of the curriculum innovation.Analysis on the paths of teachers’ mobilization covers most of Part Two, in which teachers’ mobilization is concluded into 3 types: teacher’ mobilization through transmission, through competition and through participation. What’s more it makes deeply study on the 3 types: their concept, characteristics, the ways and difficulties to implement them. It puts forwards that teachers’ mobilization through transmission is to make use of media and administratively translate the ideal curricula of experts into daily teaching practice; teachers’ mobilization through competition is to set the standard for curriculum innovation and also foster a competitive situation with reasonable principles and valuation; and teachers’ mobilization through participation refers to making efforts to attract teachers to actively participate in the curriculum innovation and integrating the innovation of curricula with the professional development of teachers, which will undoubtedly be of great benefit to both sides.Comparison between the three paths is made in Part Three, based on which it ulteriorly works out a cooperative dynamics model for teachers’ mobilization in curriculum innovation. By comparison it can be seen that as far as the aim, the main body and relative factors are concerned, the three paths are of the same nature. But due to attention to different issues, they are different in many sides. The cooperative dynamics path, namely A+B+C+ path, is an integrated path.In Part Four practical analysis is made, which points out problems in the newly curriculum innovation in China, puts forwards suggestion and fatherly constructs an ideal path. It is suggested that in curriculum innovation we should set up a network, make use of all kinds of media, strengthen the development of teachers, set up curricula resource and take various steps to motivate teachers to participate in.更多还原