中式课例研究中教师是如何学习的——基于对10位教师深度访谈的研究  

How do Teachers Learn in the Study of Chinese Class Cases?Based on the Study of 10 in-depth Interviews with Teachers

作　　者：严加平 Yan Jiaping(School of Education,Shanghai Normal University;Institute of General Education,Shanghai Academy of Educational Sciences,Shanghai 200032)

机构地区：[1]上海师范大学教育学院 [2]上海市教育科学研究院普通教育研究所

出　　处：《教育发展研究》2019年第18期44-51,共8页Research in Educational Development

摘　　要：教师如何学习是课例研究中的"黑箱",从已有的文献来看,全球范围内在这方面的探讨并不多。本研究立足上海及长三角地区,通过对十名在课例研究方面有1-15年不等经验的实践者的深度访谈,并对访谈资料进行扎根理论分析,来回应教师在课例研究情境下是如何学习的。研究认为,教师是在群体合作、深度反思、课堂实践三者的交互中开展学习的;群体合作中的"规范"、"引领者",深度反思中的"反思策略"、"反思结构",课堂实践中的"教学行动中反映"、"学习的延时性"是教师学习发生的核心。为此,建议在课例研究中瞄准学习的核心要素来提高课例研究的品质,同时在未来还可对此做近景式的现场观察与分析,以更深入地理解教师在课例研究中的学习。How teachers learn is a "black box" in the study of class cases.From the current literature,there is not much discussion in this area on a global scale.Based on the Shanghai and the Yangtze River Delta region,this research conducted an indepth interview with ten practitioners who have 1-15 years of experience in class study and conducted a theoretical analysis of the interview data in response to the teacher’s case study.The study believes that teachers are learning in the interaction of group cooperation,deep reflection,and classroom practice;"normative" and "leaders" in group cooperation,"reflective strategy" and"reflective structure" in deep reflection,"teaching actionsreflection" in classroom practice and "delay of learning" are the core of teacher learning.It is suggested to aim at the core elements of learning in the case study to improve the quality of the case study.At the same time,it is also possible to do close observation and analysis in the future to better understand the teacher’s learning in the case study.

关 键 词：中式课例研究 教师学习 访谈 

分 类 号：G63[文化科学—教育学]