中小学课堂教学研究范式分类及适切性判断  

Assessment of Classification and Adequacy for Classroom Instruction Research Paradigms in Primary and Secondary Schools

作　　者：魏宏聚[1] WEI Hong-ju(Institute of Education Science, Henan University, Kaifeng 475004, Henan ,Chin)

机构地区：[1]河南大学教育科学研究所,河南开封475004

出　　处：《河南大学学报（社会科学版）》2018年第4期122-128,共7页Journal of Henan University(Social Sciences）

基　　金：河南省教育科学规划重大招标课题"河南省普通高中教师专业发展研究"(2016-JKGHZDZB-06)阶段性成果

摘　　要：范式是研究社会活动的重要理论视角,以范式理念透视普遍存在于中小学校的两种研究活动:一是经验-解释取向的课堂诊断;二是指标-诊断取向的课堂诊断。经验-解释取向的课堂诊断属于定性观察;指标-诊断取向的课堂诊断属于定量观察。由于研究主体、研究工具及研究取向的不足,这两种研究活动皆存在着明显的缺陷,无法实现教师专业化发展、提升教学质量等价值追求。适切中小学课堂教学研究范式的特征是:研究主体应是理论工作者与实践工作者结合成的研究共同体;诊断工具应兼顾科学与实用的要求;教师典型教学经验的归纳应成为中小学教学诊断的重要结果,而不仅仅是课程的好与劣。Paradigm is an important theoretical perspective to study social activities.From this point,there are two kinds of approaches widely applied in classroom instruction diagnose studies in primary and secondary schools：the empirical-interpretation oriented diagnosis and the index-diagnosis oriented diagnosis.The former has been regarded as one kind of the qualitative observation,while the later has been defined as a quantitative one.However,suffered from the shortage of research subjects,tools and the orientations themselves,both the paradigms fail to pursuit the value of the professional development and promotion of teaching quality.The appropriate research paradigm of classroom instruction study in primary and secondary schools has been suggested to include the following features：the research subjects are recommended to be the combined community of both theorists and practitioners;the diagnostic tools should meet the request of both scientific and practical needs;the induction of a teacher＇s typical teaching experience should be an important result of the classroom instruction diagnosis in primary and secondary schools,rather than the quality of an specific class.

关 键 词：课堂教学研究 中小学校 范式 适切性 

分 类 号：G423[文化科学—课程与教学论]