以“研究—学习—行动”为导向的职前教师课例研究  

Lesson Study for Pre-service Teachers based on Research,Learning and Action

作　　者：张波[1] 杨玉东[2] ZHANG Bo;YANG Yudong(College of Education Science,Yangzhou University,Jiangsu Yangzhou 225002;Shanghai Academy of Educational Sciences,Shanghai 200032,China)

机构地区：[1]扬州大学数学科学学院,江苏扬州225002 [2]上海市教育科学研究院,上海200032

出　　处：《教育参考》2019年第5期11-18,共8页Education Approach

基　　金：江苏省高校品牌专业建设工程资助项目（数学与应用数学）（编号：PPZY2015B109）;扬州大学校级教改重点课题“课例研究导向的高校教师教学实践能力发展模式探究”（编号：YZUJX2018—15A）的阶段性成果

摘　　要：“研究—学习—行动”导向的职前教师课例研究,对在职教师和职前教师开展课例研究的差异性进行比较,指出课例研究在职前教师教育体系中有其自身特征和实施要点。在教学类课程中,这种课例研究具体表现为以文献分析为特征的案例选取和问题聚焦,以印证理论为特征的教学设计与实施,以及以分析模型和工具为特征的教学反思和改进。在实施中,职前教师课例研究强调始终如一地全身心参与,强调规范研究的程序与方法,关注学科内容及其实质,关注理论的适时介入。This paper puts forward a case study of pre-service teachers guided by“research-learning-action”.Based on the differences between in-service and pre-service teachers,points out that the pre-service teacher education system has its own characteristics and implementation points.In instructional courses,this kind of case study is embodied in case selection and problem focus featured by literature analysis,teaching design and implementation featured by confirming theories,and teaching reflection and improvement featured by analysis models and tools.In the implementation,it emphasizes consistent and whole-hearted participation,stresses standardized research procedures and methods,pays attention to the content and essence of the discipline,and focuses on the timely intervention of theories.On this basis, this paper gives an analysis of examples.

关 键 词：课例研究 职前教师 教师教育 

分 类 号：G652[文化科学—教育学]