课程改革中的教学变革：若干困境与现实选择

The Transformation of Instruction in the Curriculum Reform：the plights and the realistic choices

教学变革的艰难与迟滞必然会导致课程改革流于形式或遭到失败。只有教师的教学习性得到改造并发生真正改变，才可能引发持续地具有实质意义的教学变革。教学习性具有稳定守成的基本特征，这就使得日常教学实践自然倾向于稳定守成；受到学校管理制度规约的教师并没有获得新的也是改造其教学习性所必须的教学生活经验，学校管理制度所实际强化的乃是使教师延续其教学习性；课程改革中教师接受的培训生活依然是”日常教学生活”的直接延伸，实际结果是强化而不是改造教师固有的教学习性。真正的教学变革因此就难以激活与延续。在课程改革处于强势地位的现实下，我们首先应从反思和改变课程改革本身的思维方式和具体策略着手，激活并释放教学变革的活力。

The transformation of instruction is very difficult and delayed， which inevitably leads to the failure of the curriculum reform. Only when the teacher’s teaching habits are fully transformed can the real instruction transformation emerges and be sustained. The teachers’ teaching habits is very stable， which naturally bring about the instruction following the old routine. The teacher disciplined by the school’s management system can’t obtain some new experience that is necessary to change his╱her teaching habit；on the contrary， the system actually enhances the teacher’s teaching habit and makes it continue. The training teachers got in the curriculum reform is the direct extension of the “daily teaching experience”， which as a matter of fact enhances rather than changes teachers’ teaching habits. And thus the real transformation of instruction is difficult to launch and continue. As the curriculum reform is a priority at the moment， we should first reflect and adjust the mode of thinking and the practical strategies in the reform to arose and release the vigor of the teaching instruction.