雪顿研究:适于教师专业发展的体验模式  

Shadowing Method:A Proper Model for the Experience of Teachers’ Professional Development

作　　者：白彦茹[1] 李晓峰[1] 

机构地区：[1]湛江师范学院教育科学学院

出　　处：《教师教育学报》2014年第4期24-29,共6页Journal of Teacher Education

摘　　要：雪顿研究（shadowing method）是一种质性研究的方法,教学一线教师可以利用这种方法研究自己身边的教育问题,发现适用于自己专业发展的教育规律,提升自身的专业修养。雪顿研究要求教师跟踪、体验和理解被研究者的客观行为现象,并记录发展趋势,分析结论序列,得出趋势性结论,从而指导教育行为。雪顿研究有跟踪记录、体验感悟和角色理解三种操作模式,不同的操作模式会带来不同的研究感悟和启迪。雪顿研究是适用于一线教师专业发展的有效方法。Shadowing is a qualitative research method. Frontline teachers can use this method to study the education issues around, and found the laws of education suitable for their own professional devel- opment and enhance their own occupation accomplishments. Shadowing method requires teachers to track, experiment and understand the objective behavior of the subjects, to record trends, analysis conclusion sequence, take the trend conclusions, thus guiding educational behavior. It has three modes of operation, such as tracking record, experience and understanding of the role. Different operation mode also presents different research inspiration and Enlightenment respectively. Therefore regional research is a method suitable for frontline teachers＇ professional development.

关 键 词：雪顿研究 跟踪记录 教师专业发展 体验感悟 角色理解 

分 类 号：G650[文化科学—教育学]