教研方式变革对教师专业发展状态影响的叙事探究  

A Narrative Inquiry for the Impact of Changes in Teaching Research Pat⁃tern on Teachers’Professional Development Status

作　　者：郑蕊 ZHENG Rui(Department of Education,East China Normal University,Shanghai,200062)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《现代基础教育研究》2022年第4期97-104,共8页Research on Modern Basic Education

基　　金：国家社会科学基金“十四五”规划2021年度教育学重大招标课题“未来学校组织形态与制度重构的理论与实践研究”(项目编号:VFA210006)的阶段性研究成果。

摘　　要：依据参与教研活动主体的不同,教研方式可以分为个人钻研、教研员指导和异质共同体合作教研三种类型。其中,异质共同体合作教研因注重持续性的多活动系统间的联动和跨界研讨(教育理论界与教育实践界合作研讨)以对课堂教学进行指导与改进,并注重在指导过程中不断引领、引导教师自觉以理论关照、完善实践,因而能够促进教师理论与实践协同发展。According to the different subjects participating in teaching research activities,teaching research patterns can be divided into three types:individual research,teaching and research staff guidance and heterogeneous community cooperation.Among them,the type of heterogeneous community cooperation focuses on the continuous interaction between multi-activity sys⁃tems and cross-border research(cooperation between the fields of educational theory and educational practice)to guide and im⁃prove classroom teaching,and it also pays attention to instructing teachers to consciously learn the theory and improve practice in the process of guidance,which can promote the coordinated development of teachers’theory and practice.

关 键 词：教研方式 教师专业发展 叙事探究 异质共同体合作教研 

分 类 号：G635.1[文化科学—教育学]