教研能力自主生成:基于知识建构的中职教师培训新模式  

Self-generation of Educational Research Ability: A New Mode of Vocational School Teacher Training Based on Knowledge Building

作　　者：陈羽洁 胡金艳 张义兵[3] 张莉 于敏 Chen Yujie;Hu Jinyan;Zhang Yibing;Zhang Li;Yu Min(Huzhou University,Huzhou 313000;Henan Normal University;Nanjing Normal University;Nanjing Vocational Education(Adult)Teaching and Research Office;Yuzhang Normal University)

机构地区：[1]湖州师范学院教师教育学院,湖州313000 [2]河南师范大学教育学部 [3]南京师范大学 [4]南京市职教(成人)教研室 [5]豫章师范学院

出　　处：《职业技术教育》2022年第17期63-68,共6页Vocational and Technical Education

摘　　要：传统讲座式教师培训存在培训效率低、学员积极性不高等问题,阻碍了教师教研能力的发展。以某市19所中职学校42位新入职教师为对象,引入知识建构理论,重构培训过程。在3个月的教师培训中,以学员的笔记、结业论文、反思和访谈资料为数据源,通过内容分析、开放编码等手段,从过程、结果及归因角度分析学员教研能力的改变,构建出教师教研能力自主生成与发展的新模式。该模式的实施原则是:因需而设,立足真实问题的个人观点展露;逐级深入,基于软硬能力提升的观点进化;集体共享,深入知识创造的社区观点形成。Traditional teacher training programs are virtually lecture-oriented, which are in low efficiency and affect the development of teachers’ educational research ability. This research tries to use knowledge building method to design teacher training for 42 secondary vocational teachers in 19 schools. Teachers’ notes, their papers’ grades, reflective records and interviews are the main data sources in 3-month training. Content analysis and open coding are the main methods to analyze teachers changing of research ability from three different aspects.Then a new mode pointing towards the self-generation of educational research ability has been formed by induction. This mode starts from teachers’ real teaching ideas, aims at collaborative development of the training community. It contributes to the formation of creative and deep teaching ideas, which improves teacher trainees’ problem awareness, problem-solving and reflective abilities and provides theoretical and practical references for vocational teacher training in the knowledge era.

关 键 词：职教教师培训 知识建构 教育研究能力 培训模式 自主生成 

分 类 号：G715[文化科学—职业技术教育学]