CAJ | 학술논문

通过揭示语文课程改革中三个主要的课程感知群体--教科书编写者、培训者和教师对语文课程理念的理解特征，描述课程理念在传播过程中经历的改变的异同，采用量化和质化方法，搜集结构性访谈和调查问卷等数据进行分析。结果发现，编写者对课程理念持批判性认同，培训者和教师则体现为表面上的赞同。“三维目标融合”理念，培训者和教师对三个维度的看法各有偏重。“自主合作探究的学习方式”理念，编写者、培训者和教师都认为“自主”是基础。认为“综合性学习”概念较笼统。课程理念的表述方式、感知者的个人因素（身份、年龄等）、地区差异、考试或评价方式等都对课程感知产生影响。为搞好语文课程改革，应厘清课程理念所使用的概念之间的界限，加强课程培训。
통과게시어문과정개혁중삼개주요적과정감지군체--교과서편사자、배훈자화교사대어문과정이념적리해특정，묘술과정이념재전파과정중경력적개변적이동，채용양화화질화방법，수집결구성방담화조사문권등수거진행분석。결과발현，편사자대과정이념지비판성인동，배훈자화교사칙체현위표면상적찬동。“삼유목표융합”이념，배훈자화교사대삼개유도적간법각유편중。“자주합작탐구적학습방식”이념，편사자、배훈자화교사도인위“자주”시기출。인위“종합성학습”개념교롱통。과정이념적표술방식、감지자적개인인소（신빈、년령등）、지구차이、고시혹평개방식등도대과정감지산생영향。위고호어문과정개혁，응전청과정이념소사용적개념지간적계한，가강과정배훈。
This study reveals the characteristics of the understanding of Chinese curriculum conceptions in three main groups in Chinese curriculum reform, namely, the textbook writers, the teacher trainers and the teachers and depicts the similarities and differences in the changes that occurred in the dissemination of the curriculum conceptions. Qualitative and quantitative research methods were adopted in the study. The analysis of the data collected through structured interview and questionnaires show that textbook writers critically agreed with the conceptions, while the teacher trainers and teachers only partially agreed with the conceptions. As for the conception ＂integration of the three-dimension targets＂, teacher trainers and teachers inclined to emphasize different dimension of the conception. As for the conception ＂independent, collaborative and exploratory learning＂, all the three groups considered ＂independent learning＂ as the foundation. The conception of ＂integrative learning＇＂ was thought to be a general and ambiguous description. The factors influencing the perceived curriculum include the expression patterns of the conceptions, personal factors （such as age, status etc. ）, regional differences, and the test or assessment methods and so on. The boundaries between the concepts used in curriculum conceptions should be clarified and curriculum training should be intensified in order to implement the Chinese curriculum reform effectively.