教师研究中的“理论”想象  

“Theory” Imagination in Teacher Research

作　　者：汪明帅[1] 赵婵 WANG Mingshuai;ZHAO Chan(Institute of Teacher Education,Ningbo University,Ningbo,315211,China)

机构地区：[1]宁波大学教师教育学院

出　　处：《全球教育展望》2019年第12期57-68,共12页Global Education

基　　金：浙江省哲学社会科学规划课题“基于浙江省特级教师群体的好教师成长机制研究”(项目编号:18NDJC099YB);浙江省卓越教师培养协同创新中心2017—2018年项目“中国好教师形象的百年变迁与成长机制研究”的阶段性研究成果

摘　　要：理论是影响教师研究实效性的重要因素。本研究采用质性研究的访谈法,通过调查教师从事研究的感受,了解教师对理论的认识,明晰教师从事研究过程中理论的运用情况。研究结果显示,在教师日常教学和从事研究的过程中,理论作为一种特殊的存在,在教师群体中呈现出一定的规律性,存在着"弱化理论""神化理论""泛化理论"三种倾向,进而在从事研究的过程中采取了相应的做法。这些不同的认识及做法,有些对教师研究已经产生了明显的阻碍。基于此,本研究指出,在帮助教师正确认识理论重要性的基础上,使教师重点关注从教学实践中产生出来的"教师的理论",并学会运用"教师的理论"解决教学实践中的问题,有助于让"教师作为研究者"早日成为现实。Theory is regarded as an important influential factor of teachers’ research effectiveness. This qualitative research study explored the teachers’ feelings, understanding and application status about theory during their research process. The results revealed theory, a unique existence in teachers’ daily teaching and research, as following a certain pattern. Specifically, three trends have emerged, that is, attenuated theory, exaggerated theory and generalized theory. During the process of doing research, relevant patterns would be used. However, the gap between cognition and practice may hinder teachers’ research. Thus, we may come to the conclusion that on the basis of emphasizing the significance of theory, understanding and applying practice-relevant theories to tackle with the pedagogical problems should receive much attention, in order to actualize the teacher as a researcher promptly.

关 键 词：教师研究 “教师的理论” 实践性知识 教师作为研究者 

分 类 号：G451[文化科学—教育学]