教师“学生学习观”现状及文化制约因素研究

Teachers’ perspectives on Students’ Learning : Status quo and Cultural Constraints

教师“学生学习观”是教师对学生应该学什么和怎么学所持有的基本观念。对辽宁省A 市教师 “学生学习观”进行调查研究，结果显示教师“学生学习观”具有显著的区域性差异并存在理念与实践的脱 节现象。进一步结合访谈， 从文化制约性角度入手来分析这种观念形成的促因，发现其呈现出的内在矛盾性 主要反映出区域管理文化的选择性差异，学校评估文化的导向性束缚和教师自主文化的背景性缺失。因此， 促进教师“学生学习观”从理念到行动的积极转变，必须转变学校内外评估导向，建立信任文化机制；内化 学习力为发展动力，推动学校整体转型。

Tachers’ perspectives on students’ learning is teachers’ believes on what and how students should learn. Survey on teachers’ perspectives on students’ learning in City A， Liaoning Province shows that there are significant regional differences in teachers’ perspectives and a disconnection between what teachers’ believes and practices. Further interviews find that cultural constraints leading to the differences and disconnection includes different choices of regional management culture， guidance of school assessment culture and the lack of teachers’ independence. The research shows that to encourage teachers to practice what they believe， a culture of trust mechanism has to be built up with changes in the guidance of school assessment so as to internalize learning capacity as driving force of school development and transformation.