本文从教师心理承受能力、教师对改革的理解与接受程度以及教师自身能力和环境限制三个方面探讨了导致部分教师对基础教育改革持消极态度和被动行为的原因,指出我们要理性认识教师对改革的质疑,从中获得有利于提高改革实效的启示。 This article explores the reasons why some teachers hold negative attitudes and passive behaviors on elementary education reform from three aspects: teachers’ psychological endurance, teacher’s understanding and acceptance of reform, teachers’ own ability and environmental constraints, and points out that we should rationally understand teachers’ Questioning the reform, from which we can obtain enlightenment that is helpful to improve the effectiveness of the reform.