教学关系视域下的双师课堂:特征、问题与优化策略  

Dual-teacher Classroom in the Perspective of Teaching Relationship:Characteristics, Problems and Optimization Strategies

作　　者：张靖[1] 郑新[1] ZHANG Jing;ZHENG Xin(School of Educational Technology,Northwest Normal University,Lanzhou Gansu 730070)

机构地区：[1]西北师范大学教育技术学院,甘肃兰州730070

出　　处：《电化教育研究》2022年第10期19-25,共7页E-education Research

基　　金：2021年全国教育科学规划国家一般课题“基于双师课堂的乡村教师专业发展路径研究”(课题编号:BCA210088)。

摘　　要：在“三个课堂”快速推广的背景下,作为“三个课堂”进一步融合发展结果的双师课堂受到了更多的关注,然而当前双师课堂还存在诸多问题亟待解决。研究从教学关系的视域出发,认为双师课堂教师角色分裂,使原有一维教学关系走向二维,进而造成以下三个问题:主体划分不清,使课内知识流动逐渐趋于低效;情感纽带断裂,使师生课堂情感交互陷入混乱;共进机制缺失,使辅师专业发展流于形式。基于此,研究提出了双师课堂优化策略,即构建双师教学共同体,有效整合双师教学职能;厘清课堂教学关系结构,促进知识流动走向高效;拓展辅师现有角色职能,填补课堂情感交互空白;升级双师课堂硬件环境,拓宽课堂情感交互通道;创造条件发挥同侪效应,构筑教师专业发展共同体。In the context of the rapid promotion of the"three classrooms",the dual-teacher classroom,which is the result of the further integration and development of the"three classrooms",has received more attention,but there are still many problems in the dual-teacher classroom that need to be solved.From the perspective of teaching relationships,this study concludes that the split role of teachers in the dual-teacher classroom has led to a two-dimensional teaching relationship,resulting in the following three core problems:unclear division of subjects,which gradually makes the flow of knowledge in the classroom inefficient;broken emotional ties,which plunge classroom emotional interactions between teachers and students into chaos;and the absence of a co-progression mechanism,which makes the professional development of the assistant teachers a mere formality.Based on this,this study proposes strategies for optimizing the dual-teacher classroom,namely,building a dual-teacher teaching community to effectively integrate the teaching functions of both teachers;clarifying the structure of classroom teaching relationships to promote the flow of knowledge toward high efficiency;expanding the existing role functions of assistant teachers to fill the gap of classroom emotional interaction;upgrading the hardware environment of the dual-teacher classroom to broaden the channel of classroom emotional interaction;and creating conditions to bring into play the peer effect to construct a community for teachers'professional development.

关 键 词：双师课堂 教学关系 辅师 交互 共同体 

分 类 号：G434[文化科学—教育学]