教师的教学风格如何形成——基于43例中小学教师的质性研究  

How a teacher’s teaching style is developed:A qualitative study based on 43 cases of primary and secondary school teachers

作　　者：廖艳华[1] Liao Yanhua(School of Education,Zhejiang University,Hangzhou 310058)

机构地区：[1]浙江大学教育学院,杭州310058

出　　处：《教育发展研究》2022年第8期38-47,共10页Research in Educational Development

基　　金：浙江省教育厅年度科研项目“浙江省中小学教师继续教育体验式培训效果追踪研究”(Y201329880)的部分成果。

摘　　要：教学风格是教学思想、教学情感和教学策略多方面的复合体,其中充满环境与个体、规律与艺术、理智与情感、教师中心与学生中心之间的张力。本研究基于43例中小学教师的深度访谈分析,进行扎根理论建构,建立了教师教学风格形成过程的四层八阶模型。教师教学风格的形成要经历风格基础、风格探究、风格创造和风格升华四个层次,其中每个层次又各自分为两个阶段。教师专业发展是教学风格形成的重要路径,成事、成人、成业(3P)三者融合是教学风格形成的具体路径。教师研修领域也需要根据教学风格形成过程的研究成果而作出相关调整。Teaching style is a complex of teaching thoughts,teaching emotions and teaching strategies in many aspects,which is full of tensions between environment and individual,rule and art,reason and emotion,and teacher-centered and studentcentered.Based on the analysis of 43 cases of in-depth interviews with primary and secondary school teachers,this study conducted a rooted theoretical construction and established a four-layer and eight-stage model for the formation of teachers’teaching styles.The formation of teachers’teaching styles goes through four levels,which are style foundation,style inquiry,style creation and style sublimation,each of which is divided into two stages.Teacher professional development is an important path for teaching style enhancement,and the integration of Painstaking classroom instruction,Personal interaction,and Professional development(3 Ps)is a specific path for teaching style formation.The field of teacher training also needs to be adjusted according to the research results of the teaching style formation stage.

关 键 词：教学风格 四层八阶模型 关键期 教师专业发展 扎根理论方法 

分 类 号：G635.1[文化科学—教育学]