课程改革与教师文化身份的转型

Curriculum Reform and the Transition of Teacher Cultural Identity

课程改革需要教师文化的深层次支撑，在实施新课程过程中，必定会发生自在的教师文化与自觉的教师文化的互动，即教师文化身份的冲突。当教师[感觉]到这种冲突存在时，教师文化身份转型会采取内在创造性转化的途径，也就是文化自觉模式。当两种[文化]缺少必要的和恰当的张力和冲突，即缺乏内在的驱动力而无法通过内在因素的创造性转化而完成转型时，教师文化身份转型就要以一种新的自觉文化因素从外部切人，才能同原有的自在文化层面构成张力和冲突，从而推动教师文化身份的转型。

Curriculum reform needs teacher culture’s deep support. During the implement process of new curriculum， there sure is interplay between free teacher culture and self-conscious teacher cultural， which is the conflict of teacher culture identity. When teacher feel this conflict， the transition of teacher culture identity will take an intrinsic innovative transformational approach， which is culture self-conscious mode. When two cultures lack necessary and appropriate tension and conflict which mean that teacher culture transformation will depend exteriorly effects， which can form a tension and conflict with initial free teacher culture and improve the transition of teacher culture， if a teacher’s culture transition cannot finish because of lacking intrinsic motivations.