随着培智教育领域课程变革的持续深入推进，课程变革研究的主要议题逐渐转向对其实施效果的关注。对于教育政策或变革而言，只有最终转变为学校的管理措施、教师的教学行为和学生的学习行为，才算进入政策生命周期。作为位居课程与教学变革“最后一公里”的教师，他们是否认同课程变革的意义和价值，如何将变革理念转化为具体的教学行动，在很大程度上决定着变革的成效。基于此种认识，身处课程变革情境之下的培智学校教师是如何理解课程变革的，又是如何实施的等问题就成为本研究的核心关切。

为深入细致地理解课程变革背景下培智学校教师复杂而多元的意义感知与行动逻辑，本研究从新制度主义、教师能动性、意义建构等理论视角中汲取养分并对其进行整合以搭建理论分析框架，以质性研究方法取向下的叙事探究作为研究方法，在北京市选取了一所历经长期发展而积淀起浓厚变革氛围的学校——潮海学校作为田野研究地点，并从中选取了10名教师及4名学校管理者作为主要的参与者展开探究。经过前后为期近5个月的田野调查，以访谈、参与性观察、实物收集法和撰写田野日志作为收集资料的主要方法，全面呈现潮海学校课程变革情境及栖居其中的教师们丰富生动的教学与生活图景，从中挖掘、再现教师们复杂的内心世界与意义感受，并对他们的行动逻辑作出阐释和分析，据此进一步透识课程变革在实践层面的真实样态。

在理论框架的指引下，本研究将教师在变革情境中的行动视为教师个体与课程变革制度互动的产物。基于此种认识论立场，研究首先从中观组织层面考察了潮海学校的课程变革制度供给，对其近些年来课程变革理念与举措、组织管理文化和组织结构环境予以重点刻画，目的是系统了解此轮变革背景下潮海学校的制度情境及对教师提出的期望和要求，为探究栖居于此的教师们的制度反应提供“背景性分析材料”。在了解了潮海学校的课程变革制度供给之后，我们更关心的是微观层面的教师个体乃至教师群体对制度赋予了怎样的意义，又据此做出了何种能动反应。通过深度追踪教师在上课、教研、校本培训、管理班级等日常生活中的表现，研究按照“变革前——初识变革——踏入变革——践行——结果”的叙事逻辑对教师在变革中的意义感知与行动逻辑展开了深描。根据教师在与课程变革互动时遵循的究竟是外部制度要求还是内心对教学工作的自我判断，以及最终建构起何种身份定位这一标准，将参与研究的教师大致划分为如下三种类型：“坚持：成为卓越”“迷茫：无可坚守”与“失守：捆绑灵魂的卓越”。

在此基础上，通过跨越教师个体叙事的主题分析，本研究发现，三类教师在变革中的意义感知与行动逻辑既有相似之处，也因他们自身的意义框架、资源特征的不同而有所差异。研究进而对行动逻辑背后的作用机制进行了深度剖析，并凝练出如下主要的研究结论：

（1）在“个别化教育”和“专业化”的名义之下，潮海学校管理层将课程变革的重心进一步下沉至课堂教学层面，并以一种极为强硬的、带有浓厚新管理主义色彩的管理方式作为提升教育质量、推动变革落地的重要手段，针对课程实施模式、课堂教学过程、教师专业发展、角色定位以及日常管理出台了一系列强有力的问责举措。如此一来，学校行政管理与教师课堂教学之间的关系也从以往的松散耦合逐渐转向紧密耦合。与此同时，这一重新耦合过程也导致管理主义与教学所追求的专业主义之间的张力比以往任何时候都更为深刻。

（2）面对上述张力，教师群体表现出一种“默契的抱怨”，认为重新耦合过程导致其日常教学与工作面临“普罗化”与“去专业化”危机。在这种背景下，教师们普遍感慨压力极大，体会到对教学工作的失控感，一种焦虑、困惑与迷茫情绪弥漫于教师群体之中。不过，尽管教师群体对改革有诸多不满和负面情绪，但从外显行为来看，却都展现出一种“一致性的遵从”，即没有公开反抗或抵制等出格行为，而至多是隐匿于后台区域的仪式性抗争，如“吐槽”、应付或糊弄、工作与家庭边界的转移。深入分析后发现，教师在中国文化情境下习得的一种服从文化以及出于对职业稳定性的追求和维持生计的考量使其倾向于遵循一种谨慎、克制、隐忍的情绪法则来表达自己的负面情绪，而绝不会公开挑战或对抗改革权威。

（3）继续深入教师内部不难发现，尽管教师们表面都对变革制度要求展现出“一致性的遵从”，但其实各类型教师的遵从程度不一。面对着改革情境带来的管理主义与教学所追求的专业主义之间的张力，三类教师经由内在规范与外部要求的博弈后分化出具有差异性的意义感知与应对策略。在理论框架的指引下，研究对教师们所展现出的多元行动逻辑背后的作用机制进行剖析：教师们带着差异化的个体解释性框架与变革相遇并对其进行意义建构，经由教师自身的反思性监控，分别对变革制度生成了理念性认同、利益认同和难以认同三种判断。这些截然不同的制度认同构成了教师行动的基本动机，教师采取行动就是为了实现与自身偏好相一致的目标。但教师最终会采取怎样的具体应对策略还会受到个体所掌握的资源与能力的影响，在本研究中突出表现在教师有没有自我更新以及主动寻求并利用支持性资源的意识与能力两方面。

With the continuous and in-depth advancement of curriculum reform in schools for children with intellectual disabilities, the main topic of curriculum reform has gradually turned to focus on its implementation effects. As far as education policy or reform is concerned, only the management measures that are ultimately transformed into the school, the teaching behavior of teachers, and the learning behavior of students can be considered to enter the policy life cycle. As teachers who are in the "last mile" of curriculum and teaching reform, whether they agree with the meaning and value of curriculum reform, and how to transform the concept of reform into specific teaching actions determines the effectiveness of curriculum reform to a large extent. In the context of curriculum reform, how special teachers understand curriculum reform and how to implement it, has become the core concern of this research.

In order to deeply understand the complex and diverse sense-making and action logic of teachers in schools for children with intellectual disabilities under the background of curriculum reform, this study adopted theoretical perspectives such as New Institutionalism, teacher agency and sensemaking, and integrated them to build a theoretical analysis framework. This research adopted narrative inquiry and selected Chaohai School as the field research site school, which has undergone long-term development and has accumulated a strong atmosphere of change in Beijing, and selected ten teachers and four school administrators as the main participants. After nearly 5 months of fieldwork, interviews, participatory observations, physical collection methods, and field notes were used as the main methods of collecting data, fully presenting the situation of Chaohai school’s curriculum reform and the rich and vivid pictures of teaching and life of teachers, excavating and reproducing the complex inner world and perception of teachers, and interpreting and analyzing their action logic, so as to further understand the true state of curriculum reform on the practical level.

Guided by the theoretical framework, this research regarded teachers’ actions in the context of reform as the product of the interaction between individual teachers and the curriculum reform system. Based on this epistemological standpoint, the research first examined the curriculum reform system supply of Chaohai School from the meso-organizational level, and focused on its curriculum reform process, ideas and measures, organizational management culture and organizational structure environment in recent years. The purpose is to systematically understand the institutional situation of Chaohai School, and the expectations and requirements put forward to teachers under the background of this round of reform, and to provide "background analysis materials" for exploring the system responses of teachers.

After understanding the supply of the Chaohai School's curriculum reform system, we are more concerned about what meaning the individual teachers and even the teacher groups at the micro level give to the system, and what kind of agency they have made accordingly. Through in-depth tracking of teachers’ performance in daily life such as teaching, researching, school-based training, and class management, the research roughly follows the narrative logic of “before reform-first understanding of reform-stepping into reform-practice-result". Sensemaking and action logic in the transformation are described in depth. According to whether special teachers follow the external system requirements or the inner self-judgment of the teaching work when interacting with the curriculum reform, as well as the standard of what identity position they finally constructed, teachers participating in the research are roughly divided into the following three types: “persistence: becoming excellence”, “confused: nothing to persevere” and “lost: bound soul excellence." On this basis, through thematic analysis across the individual narratives of teachers, this research has conducted an in-depth analysis of the characteristics of the three types of teachers’ sensemaking and action logic in curriculum reform and the mechanism behind them. Through combing the above research findings, the following main research conclusions are further condensed:

(1)Under the name of "individualized education" and "professionalism", Chaohai School further sinked the focus of curriculum reform to the level of teaching practice, and with a very tough management style with a strong new managerialism as an important means to improve the quality of education and promote the implementation of reforms, a series of strong accountability measures have been introduced. As a result, the relationship between school administration and teachers’instruction has gradually shifted from loose-coupling to tight-coupling. At the same time, this re-coupling process has also led to a deeper tension between managerialism and the professionalism than ever before.

(2)Facing the above-mentioned tension, teachers expressed a kind of "tacit complaint", believing that the re-coupling process caused their daily teaching and work to face the crisis of "proletarianization" and "de-professionalization". Teachers felt that the pressure is extremely high, and was surrounded by the sense of loss of control over the teaching work. A kind of anxiety, confusion permeates teachers group. However, despite the serious dissatisfaction and negative emotions towards the reforms, they all show a kind of "consistent compliance" from the perspective of explicit behavior,that is, there is no outrageous behavior such as public resistance, but at most the symbolic resistence hidden in the backstage area, such as complaining, coping or fooling, and the transfer of work and family boundaries. After in-depth analysis, it is found that the obedience culture acquired by teachers in the Chinese cultural background, as well as the pursuit of professional stability and the consideration of subsistence, make teachers inclined to follow a cautious, restrained, and tolerant emotional law to express their negative emotions, and will never openly challenge or confront the reform authority.

(3)Continuing to go deep inside the teachers，it is not difficult to find that, although  teachers show "consistent compliance" to the institutional requirements, the degree of compliance of different types of teachers is various. Facing the tension between managerilism and the professionalism pursued by teaching, three types of teachers have differentiated sensemaking and coping strategies through the game of internal moral commitment and institutional requirements. Under the guidance of the theoretical framework, the research analyzes the mechanism behind the multiple action logic expressed by teachers: with a differentiated individual interpretative framework, teachers interact with curriculum change and make sense of it. Through the teachers' own reflective monitoring, they have generated three kinds of judgments: ideal identification, interest identification and difficult identification towards the institution. These different institutional identities constitute the basic motivation for teachers to act. Teachers take actions to achieve goals consistent with their own preferences. However, what specific coping strategies teachers will ultimately adopt will also be affected by the resources and abilitiesthey owned. In this study, it is prominently shown in whether the teachers have the awareness and ability of self-renewal and actively seeking and using supportive resources.