课例研修模式的特点、操作要素及建议  

Characteristics,Operating Elements and Suggestions of Lesson Study Mode

作　　者：陈欣[1] 李高峰[2] 许桂芬 

机构地区：[1]福建教育学院,福建福州350001 [2]陕西师范大学,陕西西安710062 [3]厦门第一中学,福建厦门361003

出　　处：《课程．教材．教法》2015年第10期115-119,共5页Curriculum，Teaching Material and Method

基　　金：福建省教育科学"十二五"规划2013年度基础教育一般课题"高中生物学重要概念及其教学策略研究"(FJJKCG13-124);教育部2014年重点课题"生物学科论证式教学与中学生论证能力的关系"(DHA140330)

摘　　要：课例研修模式具有情境性、反思性及建构性等特点。以课例为载体、组建研修共同体、开展临床教学研究是课例研修模式的三大操作要素。实施课例研修模式时应联系教师实践性知识,引导教师参与课例研修活动;通过讲解、示范与指导,促进教师学习教育教学理论;让教师在观摩、练习、交流、反思中获得感悟;促进教师自觉开展教学反思与研究,重建与创生教师实践性知识,成为"反思性实践家"。Lesson study mode has the characteristics of situation, reflection and construction. The three operating elements of lesson study mode are to regard teaching as the carrier, to form a research community and to carry out the clinical teaching research. The implementation of teaching training mode should be connected to teachers＇ practical knowledge, lead teachers to participate in the activities of teaching research, to promote teachers＇ study of educational teaching theory through e：~planation, demonstration and guidance, to help teachers gain insights in observation, exercise, communication and reflection, to promote teachers＇ consciousness to carry out teaching reflection and research, to reconstruct and generate teachers＇ practical knowledge and to become ＂reflective practitioners＂.

关 键 词：课例研修模式 课例 研修共同体 临床教学研究 教师实践性知识 

分 类 号：G45[文化科学—教育学]