教师作为课程的设计者和执行者,从接受任务,到完成任务,到不断反思调整,不可否认,他们从完成任务到实现自我,从被动到主动,其设计实施课程的动力在不断地被激发,当他们的课程越接近学校目标时,越能体现自己的价值时,其课程的情感与认知将被逐步唤醒,而其评估结果又将进一步促进教师完善优化其课程实践。 As the designers and implementers of the curriculum, teachers, from accepting the task, completing the task and constantly rethinking the adjustment, can not be denied that their motivation to design and implement the curriculum is continually being stimulated from fulfilling the task to realizing themselves and from being passive to active. As their curriculum nearer to the school’s goals, the more they embody their values, their feelings and perceptions in the curriculum will be gradually aroused, and their assessment will further promote teachers’ refinement and optimization of their curriculum.