共生视角下的“名师课堂”:本质、现实困境与破解路径  

"Master Teacher Classroom"from A Symbiotic Perspective:Essence,Dilemmas and Solutions

作　　者：张立国[1] 梁凯华 刘晓琳[1] 周釜宇 康晓宇 ZHANG Liguo;LIANG Kaihua;LIU Xiaolin;ZHOU Fuyu;KANG Xiaoyu(School of Education,Shaanxi Normal University,Xi'an Shaanxi 710062;National Center for Educational Technology,Beijing 100031)

机构地区：[1]陕西师范大学教育学部,陕西西安710062 [2]中央电化教育馆,北京100031

出　　处：《电化教育研究》2023年第5期44-50,59,共8页E-education Research

基　　金：全国教育科学规划课题2021年度国家一般项目“互联网促进义务教育优质师资城乡一体化流动机制与实践路径研究”(项目编号:BCA210089)。

摘　　要：“名师课堂”是教育数字化转型战略背景下扩大优质师资供给覆盖面、实现义务教育优质均衡发展的重要途径,现有研究缺乏对其本质的透视,难以把握实践路向和从根本上解决现实困境。文章针对“名师课堂”实践活动领先于理论建构的错层现象,创新性引入共生理论,阐释了“名师课堂”通过重构网络研修形态实现城乡教师共生发展的本质、城乡教师一体化对称共生的终极样态,论证了因共生单元水平有限导致城乡教师研修深度不足、因共生模式不能互惠导致城乡教师内生动力不足、因共生环境作用失向导致共同体运行动力偏失三个现实困境,并基于近五年的实践,针对性地提出了组建由教学专家引领的多元共生单元、构建城乡教师互惠共生模式、建设迭代发展的绿色正向环境等破解路径。以期提升审视“名师课堂”的理论穿透力,为“名师课堂”规模化、常态化应用提供理论支持。In the context of education digital transformation,the"master teacher classroom"is an important way to expand the coverage of high-quality teacher supply and achieve high-quality and balanced development of compulsory education.However,the existing research lacks perspective on its essence,which makes it difficult to grasp its practical direction and fundamentally solve the practical dilemmas.This paper innovatively introduces symbiosis theory to address the issue that the practical activities of"master teacher classroom"are ahead of the theoretical construction,and explains the essence of"master teacher classroom"in achieving symbiotic development of urban and rural teachers through reconstructing the form of online training,and its ultimate pattern of the symmetrical symbiosis of urban and rural teachers'integration.This paper demonstrates three practical dilemmas:insufficient research depth of urban and rural teachers due to the limited level of symbiosis units,insufficient endogenous motivation of urban and rural teachers due to non-reciprocity of symbiosis model,and lack of community operating power due to the disorientation of symbiosis environment.Based on the practice in the past five years,this paper puts forward some solutions to these problems,such as the establishment of a diversified symbiosis unit led by teaching experts,the construction of a reciprocal symbiosis model for urban and rural teachers,and the construction of a green positive environment for iterative development,in order to enhance the theoretical penetration of"master teacher classroom"and provide theoretical support for the large-scale and regular application of"master teacher classroom".

关 键 词：名师课堂 三个课堂 城乡教师 网络研修 一体化发展 共生理论 

分 类 号：G434[文化科学—教育学]