循证教师专业发展:基于批判实在主义的思考  

Evidence-based Teacher Professional Development:A Critical Realist Consideration

作　　者：周深几 陈思颖[2] ZHOU Shen-ji;CHEN Si-ying(Center for Teacher Education Research of Beijing Normal University,Key Research Institute of Humanities and Social Sciences for Universities,Ministry of Education,Beijing,100875,China;School of International Studies,Hangzhou Normal University,Hangzhou,Zhejiang,311121,China)

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875 [2]杭州师范大学外国语学院,浙江杭州311121

出　　处：《教师教育研究》2023年第1期20-26,共7页Teacher Education Research

基　　金：北京市社会科学基金重点项目(20JYA001)。

摘　　要：随着循证理念逐步被推广,如何通过教师专业发展项目促进教师循证教学成为关键议题。当前,循证教学存在一些潜在问题。这些不仅是证据使用的方法论问题,其背后是循证教学中有关证据的本体论和认识论问题。本文尝试从批判实在主义视角审视并拓展对于循证教学的理解,并参考医学和护理领域中的相关研究,提出一个整合了批判实在主义视角的循证教师专业发展模型,以回应这些潜在问题。Along with the rise in popularity of evidence-based practice,the facilitation of evidence-based teaching by in-service teachers becomes a central concern.There are some potential problems that are not merely methodological,but involve ontological and epistemological issues with “evidence”.By referencing works in the fields of medicine and nursing,this article attempts to present critical realist perspectives on evidence-based teaching.It provides a model for evidence-based teacher professional development in order to address these potential problems.

关 键 词：循证教学 教师专业发展 批判实在主义 

分 类 号：G650[文化科学—教育学]