基于课堂学习研究的师范生教学能力培养
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摘要
课堂学习研究是一种教师协作式行动研究,以变易理论指导教学设计、教学实践和教学反思,促进在职教师专业发展和校本课程开发,有助于建立教师专业学习社群。将课堂学习研究引入师范教育,有助于提升师范生教学设计和实施能力、教学反思能力、理论结合实际的能力、教学研究和创新能力。将课堂学习研究加入师范教育课程有两种模式,可以独立成课,也可以"嵌入"实习或论文研究设计中。其顺利实施,需要高校教师注重理论结合实践,加强教学领导能力,以及保持与中小学校协作互助的伙伴关系。
Learning Study is a type of collaborative action research by teachers. It helps promote in-service teacher professional development,advance school-based curriculum development and establish teachers' professional communities of practices. When applied in pre-service teacher education,Learning Study enhances pre-service teachers' competences in designing and teaching lessons,reflecting on teaching,bridging theories with practices and developing skills in teaching research and innovations. There are two modes of introducing Learning Study in per-service teacher education: establishing a course of "Learning Study"or integrating it in block teaching practices or honours projects. The smooth introduction of Learning Study in pre-service education requires tertiary teacher trainers to emphasize the connection between theories and practices,enhance their leadership for learning and teaching and maintain a supportive partnership with primary and secondary schools.
Learning Study is a type of collaborative action research by teachers. It helps promote in-service teacher professional development,advance school-based curriculum development and establish teachers' professional communities of practices. When applied in pre-service teacher education,Learning Study enhances pre-service teachers' competences in designing and teaching lessons,reflecting on teaching,bridging theories with practices and developing skills in teaching research and innovations. There are two modes of introducing Learning Study in per-service teacher education: establishing a course of "Learning Study"or integrating it in block teaching practices or honours projects. The smooth introduction of Learning Study in pre-service education requires tertiary teacher trainers to emphasize the connection between theories and practices,enhance their leadership for learning and teaching and maintain a supportive partnership with primary and secondary schools.
引文
[1]郁芳,李春超.基础教育改革与新型教师教育体系探析[J].长春师范学院学报(人文社会科学版),2009,(9).
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[3]张霄.课堂学习研究与教师专业化发展[J].当代教师教育,2017,(1).
[4] Marton F. Necessary conditions of learning[M]. New York:Routledge,2014.
[5]卢敏玲,庞永欣,植佩敏编.课堂学习研究——如何照顾学生个别差异[M].李树英,郭永贤译.北京:教育科学出版社,2006.
[6]赵英,王华锋.教师质量概念建构的内涵与外延[J].山西师大学报(社会科学版),2014,(7).
[7]郑志强.透过课堂学习研究培育实践共同体以促进教师学习[J].山东师范大学学报(人文社会科学版),2009,(5).
[8] Harjunen E. Patterns of control over the teaching—studying—learning process and classrooms as complex dynamic environments:A theoretical framework[J]. European Journal of Teacher Education,2012,(2).
[9]章月凤.促进校本课程开发:香港课堂学习研究的经验[J].江苏教育研究,2010,(10A).
[10]刘岗,田静.中小学教师教学设计能力的概念、结构及测评框架构建[J].山西师大学报(社会科学版),2016,(11).
[11] Ball D,Cohen D. developing practice,developing practitioners:Towards a practice based theory of professional education[M]. In L. Darling-Hammond,&G. Sikes(eds.). Teaching as the learning profession:Handbook of policy and practice. San Francisco:Jossey-Bass,1999.
[12] Feldman A,Altrichter H,Posch P,Somekh B. Teachers investigate their work:An introduction to action research across the professions[M](Third ed.),2018.
[13]教育部.小学教师专业标准(试行版)[EB/OL]. 2012,资料来源:https://baike. baidu. com/item/小学教师专业标准.
[14]薛春善.基础教育新课改背景下师范教育改革的探索[J].科学教育,2016,(2).
[15]詹颖.基于”课堂学习研究”的高师实践教学模式探索[J].课程教学,教师教育论坛,2016,(1).
[16]岳强.教师与课堂教学改革:内在关系、能力要求及教师转型[J].山西师大学报(社会科学版),2017,(11).
[17] Menter I,Hulme M,Elliot D,Lewin J. Literature Review on Teacher Education in the 21st Century[M]. Scottish Government Social Research,2010.
[2]卢敏玲.变易理论和优化课堂教学[M].合肥:安徽教育出版社,2011.
[3]张霄.课堂学习研究与教师专业化发展[J].当代教师教育,2017,(1).
[4] Marton F. Necessary conditions of learning[M]. New York:Routledge,2014.
[5]卢敏玲,庞永欣,植佩敏编.课堂学习研究——如何照顾学生个别差异[M].李树英,郭永贤译.北京:教育科学出版社,2006.
[6]赵英,王华锋.教师质量概念建构的内涵与外延[J].山西师大学报(社会科学版),2014,(7).
[7]郑志强.透过课堂学习研究培育实践共同体以促进教师学习[J].山东师范大学学报(人文社会科学版),2009,(5).
[8] Harjunen E. Patterns of control over the teaching—studying—learning process and classrooms as complex dynamic environments:A theoretical framework[J]. European Journal of Teacher Education,2012,(2).
[9]章月凤.促进校本课程开发:香港课堂学习研究的经验[J].江苏教育研究,2010,(10A).
[10]刘岗,田静.中小学教师教学设计能力的概念、结构及测评框架构建[J].山西师大学报(社会科学版),2016,(11).
[11] Ball D,Cohen D. developing practice,developing practitioners:Towards a practice based theory of professional education[M]. In L. Darling-Hammond,&G. Sikes(eds.). Teaching as the learning profession:Handbook of policy and practice. San Francisco:Jossey-Bass,1999.
[12] Feldman A,Altrichter H,Posch P,Somekh B. Teachers investigate their work:An introduction to action research across the professions[M](Third ed.),2018.
[13]教育部.小学教师专业标准(试行版)[EB/OL]. 2012,资料来源:https://baike. baidu. com/item/小学教师专业标准.
[14]薛春善.基础教育新课改背景下师范教育改革的探索[J].科学教育,2016,(2).
[15]詹颖.基于”课堂学习研究”的高师实践教学模式探索[J].课程教学,教师教育论坛,2016,(1).
[16]岳强.教师与课堂教学改革:内在关系、能力要求及教师转型[J].山西师大学报(社会科学版),2017,(11).
[17] Menter I,Hulme M,Elliot D,Lewin J. Literature Review on Teacher Education in the 21st Century[M]. Scottish Government Social Research,2010.