从熟练到卓越:教师专业成长的案例研究——意象比较的视角  

From an Experienced Teacher to an Expert :A Case Study of Professional Growth Stagnant——Perspective of image comparison

作　　者：董江华[1,2] 

机构地区：[1]北京大学教育学院 [2]石河子大学师范学院

出　　处：《教育学术月刊》2016年第2期90-97,共8页Education Research Monthly

摘　　要：在从熟手到卓越的专业成长过程中,教师的学习主要发生在哪些方面?对于这一教师专业成长中的关键问题,当前相关研究数量之少、研究方法上的单一(多采用问卷调查基础上的量化研究)均与问题本身的重要性形成极大反差。该研究采用质性研究方法,从"意象"这一实践性知识的表征形式入手,整体、图像化地显现出处在两个专业成长阶段教师教育教学的实践性知识并进行比较。研究发现:处在两个阶段中的教师在教学目标、教学首要关注点、教学与生活世界之间的关联性、教学结构(劳动、工作、行动所占比重)等方面存在明显差异。羁绊教师从熟手到卓越的专业成长有两个突出的原因:一是教学被窄化为单一的以分数为旨归的认知过程而致教师教学意义感匮乏,二是原子式的学习使得教师难以进行反思性实践,难以突破专业成长困局。Experienced teachers professional growth stagnation hinders educational quality in our country. Current research about the reasons of the experienced teacher＇s professional growth stagnation are inadequate and lack of explanatory power. This study uses the image to represent their practical knowledge and then make a deep comparison. The image analysis showed that, there are some obvious differences between them,such as the primary concern of teaching, teaching orientation, the relationship between teaching and the life and teachingstructure. There are two main reasons that caused the bottleneck of the experienced teacher＇s professional growth. Firstly, teaching is narrowed to be an cognitive processes with evaluation of students＇ scores which greatly reduced the meaning of teaching.Secondly, the single and atomic learning path prevent experienced teachers from conducting reflective practice and breaking through the bottleneck of professional growth.

关 键 词：熟手教师 卓越教师 意象比较 教师专业成长 行动 

分 类 号：G515.1[文化科学—教育学]