高职课程改革中教师常常感到困扰,困扰来自教师习惯的惰性、知识的陈旧,也有利益的担忧与体制的滞后,以及人际关系的失调等等。要消除教师对课程改革的困扰,需要耐心的疏导,树立教师为本的改革观、建立和健全吸纳教师参与的课程改革的激励机制。 In the reform of higher vocational education, teachers often feel troubled, disturbed by teachers’ inertia, knowledge obsolescence, interest concerns and institutional lag, as well as interpersonal imbalances and so on. To eliminate teachers’ distress to curriculum reform, we need patient guidance, establish a teacher-oriented perspective of reform, and establish and improve the incentive mechanism to attract teachers to participate in the curriculum reform.