教师在课程改革中发挥重要作用，其课程角色影响课程改革的成败。 本研究有三个核心研究问题：1.教师在课堂和课后的课程角色是怎样的；2.教师的课程角色是如何被建构的；3.如何促进教师角色的变化，以推动课程与教学改革。 研究选取北京一所小学的三位教师为个案研究对象，通过访谈、观察和实物收集等方法收集资料，分析三位个案教师的课程角色及其角色建构中的影响因素，最后提出促进教师课程角色转变的策略。 研究发现，受外部教育政策、家庭与学校环境、教师文化和教师内部专业能力、教育观念等因素的影响，个案教师的课程角色在“教书人”和“课改者”之间摇摆。教师在公开课或活动等场合更易表现出“课改者”的课程角色，在日常课堂中趋向于“教书人”的课程角色。个案教师中，个案一由于个人生活重心在家庭以及个人经历中的阻碍因素，其课程角色倾向于“教书人”；个案二较少体验到教师文化的保守因素和家长的改革阻力，并且具有相当的执行力，其课程角色倾向于“课改者”；个案三由于专业素养不足，其课程角色是最偏向于“教书人”的。 因此，在教育实践中应通过赋权于教师，去除教师身上的规训，构建情感——学习共同体的发展条件等方法促进教师课程角色的转变。

Teachers play a key role in curriculum reform because their roles in curriculum lead to the result of curriculum reform. In the present article my aim was to understand what the teachers’ role in curriculum is and how their roles be constructed. A qualitative research design was employed to explore this question. Three teachers in a primary school in Beijing participated in the study. Using the constant comparative method of data analysis， I come out three conclusions. First， influenced by the external factors such as education policy， family and school context，teacher culture， and the internal factors such as professional ability，educational belief，teachers find a balance between the role of textbook teacher and the curriculum reformer. Teachers in the open class or the activities are more likely to act as a curriculum reformer， and as a textbook teacher in the daily classroom. Second， teachers who the discipline should be removed from should be empowered. Third， a condition for develop an emotional-learning community should be created to promote the development of teachers’role in curriculum.