2022年4月，教育部发布《义务教育课程方案（2022年版）》及各学科课程标准，预示着新一轮课程改革启动。然而，课程并不能代替教学，课程改革的落地和深化也必须在教学变革上下功夫。从课程标准到实际教学，存在层级落差。如果教师没有真正地理解和行动，新课标很有可能停留在文本课程的层面，难以真正进入课堂。现有关于教学变革的研究多围绕具体的教学方法展开，但缺乏教师作为变革主体的声音，且对教师意图与行动关系的考察也相对欠缺。有鉴于此，研究旨在关注小学教师在教学变革中的意图与行动水平，探索教师在教学变革中的价值判断与行动决策，探究小学教师的教学变革在从意图走向行动的过程中受到哪些因素的影响。

这项研究以B高校开展的“创新小学教学支持计划”作为个案研究项目，该计划于2020年启动，通过专业支持、平台支持、行政支持等方式，赋能全国小学教师开展以项目式学习为核心的基于核心素养的学科实践与综合性教学活动。研究选择湖南省长沙市F区的5所小学作为个案学校，运用混合研究方法，开展为期8个月的田野调查，邀请69名小学教师参与焦点组访谈与深度访谈，898名小学教师参与问卷调查。

研究结果表明：第一，小学教师目前关注的教学变革主要包括学科实践、大单元教学、项目式学习、跨学科教学、智慧教学等。尽管教师希望寻求变革中的合作，并对已经开展的变革进行优化与调整，但教师的部分变革意图被标准化的规范所抑制，显示出变革中教师主体意图的缺失。第二，在“双新”背景下，多数教师正在了解和思考新课标倡导的教学理念与趋势，并逐渐从定位行动水平向整合与更新行动水平过渡。教师通过工作重塑、聚力、示范、整合、无为等行动策略，对变革进行判断与选择，致力于促进变革性教学向常态化教学转型。第三，从意图到行动的过程中，教师受到变革资本和变革助推的双重影响，且当前的助推主要通过提升教师使用变革资本改变原有行动和自身处境的变革能动性，进而提升变革行动水平。第四，人口学变量分析结果显示，不同教龄、职称、学历层次和毕业院校的教师在变革关注程度与行动水平上呈现出显著性差异。

在研究讨论部分，以行动理论、变革理论与教师能动性作为理论基础，在回应研究问题的基础上，进一步围绕“如何使更多的小学教师能够成为变革的能动者？”的话题展开讨论。这项研究建构了教师变革行动的洋葱模型，揭示了教师的核心品质、变革意图、变革资本、变革助推与变革行动的关系。其中，教师的变革意图可以进一步分为三个层次：变革信念与愿望、变革态度和变革计划。此外，变革能动性是连接意图与行动的关键，教师通过使用变革资本主动改变原有行动框架，并对行动进行反身性思考，以实现在变革中的自我推动，集体能动性对于教师变革行动具有重要价值。

为了更好地助推小学教师的教学变革行动，学校助推应坚持实行变革型领导，包括清晰的愿景描绘、对教师的授权以及针对变革内容的智力激发，提升中层领导和骨干教师在变革中的引领与示范作用，以帮助教师形塑变革愿望与行动承诺。区域和高校助推应建立信念共享、情感共通的区域教师共同体，借助跨界教研促进教师的专业学习与身份发展，提升教师的教学专业资本。此外，给予教师更多的包容与空间，遵循教学变革的发展规律，鼓励教师不断发挥变革能动性，对以往的教学行动进行调整和迭代。

The Ministry of Education released the "Compulsory Education Curriculum Plan (2022 Edition)" and curriculum standards for various disciplines in April 2022, signaling the start of a new round of curriculum reform. However, it is important to note that curriculum alone cannot replace effective teaching, and comprehensive teaching reform efforts are necessary for deepening curriculum reform. From the curriculum standard to the actual teaching, there is a level gap. If teachers do not really understand and act, the new curriculum standards are likely to stay in the level of text curriculum, difficult to really enter the classroom. While past studies have mainly focused on specific teaching methods, there is a relative lack of investigation into the relationship between teachers' intent and action，and the voice of teachers as agents of change is lacking. To address this gap, the study aims to examine the level and current situation of teachers' intent and action in teaching reform, and identify the factors that influence teachers' ability to translate their intent into action, and investigate the factors that influence teachers' intent and action in the teaching reform process.

This study uses the "Innovative Primary School Teaching Support Plan" launched by B University in 2020 as a case study, which empowers primary school teachers across the country to carry out project-based learning based on subject practice and comprehensive teaching activities aiming at core competencies through professional support, platform support and administrative support. Five primary schools in F District of Changsha City, Hunan Province were selected as case schools in this study. During 8 months field work, a mixed research method was adopted, with 69 primary school teachers participating in focus groups and in-depth interviews, and 898 primary school teachers participating in the questionnaire survey.

The research findings suggest that firstly, primary school teachers are currently prioritizing several teaching reforms, including subject practice, large unit teaching, project-based learning, interdisciplinary teaching, and intelligent teaching. While teachers aim to collaborate and refine existing changes, their intent is partly hindered by standardized norms, indicating a lack of teacher subjectivity in the change process. Secondly, in the "dual new" curriculum context, most teachers are comprehending and evaluating the teaching concepts and trends advocated by the new curriculum standards, and progressing from the positional to the integrated and the updated action levels. Teachers use strategies such as job reshaping, cooperation, demonstration, integration and inaction to make judgments and choices about change, committed to advancing transformational teaching to normalized teaching. Thirdly, during the transition from intent to action, teachers are influenced by both change capital and change assistance, with current assistance focusing on enhancing teachers’ agency in utilizing change capital to carry out change action. Fourthly, the analysis results of demographic variables show that teachers of different teaching years, professional titles, educational levels and graduated universities show significant differences in the degree of concern and action level of reform.

The research is based on the theory of action, the theory of change and teachers’ agency. In response to the question "How can more primary school teachers become agents of change?", this study presents an onion model and reveals the relationship between teachers' core quality, intent, capital, nudge and action. Teachers' intent of change can be further divided into three levels: belief and desire, attitude and plan. Besides, teachers’ initiative for change is crucial in bridging the gap between intent and action. By utilizing change capital, teachers can proactively modify their action framework and reflect on their action to facilitate self-improvement during the change process. Collective agency is of great value to teachers' actions.

To enhance the level of teachers’ change action, transformational leadership in schools is supposed to be implemented, including a clear description of vision, empowerment of teachers, and intellectual stimulation, which can give full play to the exemplary role of middle-level leaders and core teachers, and help to cultivate teachers’ desire for change and commitment to action. Teachers’ growth community with shared beliefs and emotions should be established with the nudge of the region and university, fostering professional learning and identity development through cross-border teaching and research and enhancing teachers' professional capital. In addition, teachers should be given more tolerance and space, and encouraged to constantly exert their initiative for change, and adjust and iterate their previous teaching actions, following the law of teaching reform.