| 跨界课例研究中的教师学习 |
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| 引用本文： | 陈向明.跨界课例研究中的教师学习[J].教育学报,2020(2):47-58. |
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| 作者姓名： | 陈向明 |
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| 作者单位： | 北京大学教育学院;华东师范大学上海终身教育研究院 |
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| 基金项目： | 北京大学基础教育研究中心于越教育发展基金2020年度教育研究重点课题:教师跨界学习机制研究(课题批准号:JCJYYJ201901)研究成果。 |
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| 摘 要： | 目前我国中小学教师的学习大都停留在被专家灌输知识或同行低水平交流的状态,如何创设跨界学习情境,引发教师对自己思维和行为习惯的深度反思,形成新的对教育教学的理解和行动,是教师学习的一大难题。鉴于此,有必要从跨界学习的视角,探索教师在跨界课例研究中其学习是如何发生的。基于一个小组合作学习案例,分析了教师如何通过与外来学者合作,根据具体情境对理论进行再工具化,改进教案设计和教学实施,在提高学生学习素养的同时生成了自己新的实践性知识。研究发现,教师跨界学习的意义协商、视角再造、实践重构三个机制,对教师专业学习具有重要的指导意义。
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| 关 键 词： | 课例研究 跨界课例研究 跨界学习 小组合作学习 教师实践性知识 教师专业学习 |
Teacher Learning in Boundary-crossing Lesson Study |
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| CHEN Xiang-ming.Teacher Learning in Boundary-crossing Lesson Study[J].Journal of Educational Studies,2020(2):47-58. |
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| Authors: | CHEN Xiang-ming |
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| Institution: | (Graduate School of Education,Peking University,Beijing 100871,China;Institute for lifelong Education,East China Normal University,Shanghai 200062,China) |
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| Abstract: | Current teacher learning in China mostly involves knowledge transmission by outside experts or peer exchange at a low professional level.How to create a boundary-crossing learning environment,in which teachers can reflect on their own taken-for-granted thinking and behavior so as to form new understanding and actions about teaching,is a great challenge for Chinese teachers.This study,from the perspective of boundary-crossing learning,explores how teachers learn in a cross-boundary lesson study.Based on a case of student group collaborative learning,the author analyses how the teachers worked collaboratively with outside scholars to improve their lesson design and teaching activities by retooling theories according to the specific context.As a result,their student learning has been improved,and meanwhile they have generated practical knowledge of their own.In the end,the author theorizes three learning mechanisms for the teachers’ cross-boundary learning,i.e.meaning negotiation,perspective reforming and practice reconstruction.Important practical implications of this study are also pointed out for teacher professional learning. |
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| Keywords: | lesson study boundary-crossing lesson study boundary-crossing learning group collaborative learning teacher practical knowledge teacher professional learning |
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