新课程要求教师更新课程理念,继而转变教学行为,但教师具有先进的课程理念并不能必然带来教学行为的转变,知行分离、言行脱节的现象还比较普遍,这种教学行为的偏差理论上的原因可以从心理学和教育信念两分面来分析,要使教学观念转化为教学行为必须同时具备内部和外部两个条件。 The new curriculum requires teachers to update the concept of curriculum, and then change the teaching behavior, but teachers with advanced curriculum concepts does not necessarily lead to changes in teaching behavior, separation of deeds, words and demerits is still relatively common, this deviation of teaching theory The reason can be analyzed from two aspects of psychology and education belief. To make the teaching concept into teaching behavior must have both internal and external conditions.