基础教育课程改革参与者主要有“职业成就价值取向”、“环境适应价值取向”、“现状维持价值取向”。不同类型的价值取向形成的原因不同,对课程改革产生的影响也不相同。课程改革参与者之间的对话与交流,对课程改革参与者的支持与激励,课程改革实践者的反思与变革是重塑课程改革价值取向,实现课程改革目标的有力措施。 The participants in the basic education curriculum reform mainly include “the value orientation of career achievement”, “the orientation of environmental adaptation value” and “the status quo of maintaining the value orientation”. The reasons for the formation of different types of value orientation are different, and the impact on curriculum reform is also different. Dialogue and exchange among participants in curriculum reform, support and encouragement to participants in curriculum reform, reflection and reform of curriculum reform practitioners are powerful measures to reshape the value orientation of curriculum reform and achieve the goal of curriculum reform.