Abstract
Teachers and textbooks are two important elements in curriculum implementation. Based on Concerns-Based Adoption Model (CBAM), a curriculum implementation measurement model designed by G. Hall and S. M. Hord, this paper analyzes the general process of curriculum implementation in terms of textbook use, establishes a model that gauges the level of textbook use and thus improves TC component check list designed by S. M. Hord. By studying five primary school math teachers, this paper measures their level of textbook use and makes a relevant comparative analysis. The result shows that the level of textbook use model is valid and accurate, and could therefore help improve teacher’s skill of textbook use and their professional development.
摘要
教师与教科书是课程实施过程中的两个重要因素。 在 G. Hall 与 S. M. Hord 关于课程实施水平测量模型 CBAM 的基础上, 通过分析教师使用教科书进行课程实施的主要过程, 构建了教师使用教科书的水平模型, 改进了 S. M. Hord 等人设计的 TC 成分检核表, 并以五位小学数学教师为个案, 对教师使用教科书的水平进行了测定与对比分析。 结果显示, 教师使用教科书的水平模型, 其有效性、 准确行比较理想; 从提高教师使用教科书水平的角度, 促进教师的专业成长, 切实可行, 成效显著。
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Translated by WU Shan from Shanghai Jiaoyu Keyan 上海教育科研 (Shanghai Research on Education), 2008, (3): 4–9
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Kong, F., Shi, N. Process analysis and level measurement of textbooks use by teachers. Front. Educ. China 4, 268–285 (2009). https://doi.org/10.1007/s11516-009-0014-1
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DOI: https://doi.org/10.1007/s11516-009-0014-1