实践逻辑下在线同伴教研指导和生成机理研究  

Research on the Online Peer Teaching and Research Guidance and Formation Mechanism Under the Logic of Practice

作　　者：陈玲[1,3] 潘梦琪 许明雪 Chen Ling;Pan Mengqi;Xu Mingxue(Facuty of education technology,Beijing Normal University,Beijing 100875;Jingshiliyun Experimental School,Foshan Guangdong 528300;Beijing Advanced Innovation Center for Future Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875 [2]佛山市顺德区京师励耘实验学校,广东佛山528300 [3]北京师范大学未来教育高精尖创新中心,北京100875

出　　处：《中国电化教育》2023年第6期106-116,共11页China Educational Technology

基　　金：2022年度国家重点研发计划重点专项“农村地区教师教学能力智能测评与教学精准辅助技术研究”(项目编号:2022YFC3303600)研究成果。

摘　　要：拓展教育资源共享平台,构建教师帮扶协同机制,助力教育薄弱地区教师高质量专业发展是促进教育公平的重要内容。立足于被指导教师的自身教育实践和教育情景,及时为其提供同行、专家的支持和辅导是促进其专业个性化发展的重要逻辑。该研究依托“首都教育远程互助工程”之教育教学专项能力提升项目,探索发达地区中学在职优秀教师与偏远地区教师开展网络结对指导时,指导教师担任了怎样的角色,以及在交流对话中如何促进被指导教师的知识生成和发展。通过25835条编码分析发现:基于实践逻辑的跨区域在线伴随式指导能够为被指导教师提供个性化专业支持,促进了其TPACK知识的发展。在教研过程中,指导教师共体现了四种不同的指导角色身份,其指导角色的选择与双方间的交流内容彼此推动。当指导教师在交流中发挥主导时,更易引入与教学实践相关的话题,并就相关问题进行直接指令式指导,从而构建出其主要权威者的身份。同时,教学实践问题的交流与教师的指令式指导能推动被指导教师高层次知识的生成。该研究为进一步提高教师培养指导质量,以教育扶智促进教育公平化提供理论和实践依据。It is an important part of promoting educational equity to expand the platform for sharing educational resources,build a collaborative mechanism for teachers’assistance and help high-quality professional development of teachers in poor areas.It is an important logic to provide teachers with support and guidance from peers and experts in time to promote their professional personalized development based on the their own educational practice and situation.Based on the special ability improvement project of education and teaching of Capital Education Distance Mutual Aid Project,this study explores the role of in-service excellent teachers in middle schools in developed areas when conducting network pair guidance for teachers in remote areas,and how to promote the knowledge generation and development of the teachers under guidance in the communication and dialogue.Through the analysis of 25835 codes,it is found that the cross-regional online accompanying instruction based on the logic of practice can provide personalized professional support for the tutee and promote the development of their TPACK knowledge.In the process of teaching and research,the supervising teachers embody four different guiding role identities.The selection of their guiding role and the communication content between the two sides promote each other.When the mentor plays a leading role in the communication,it is easier to introduce topics related to teaching practice and give direct instruction on related issues,so as to construct the identity of the main authority.At the same time,the communication of teaching practice problems and teachers’instruction can promote the generation of high level knowledge of teachers.This study provides theoretical and practical basis for further improving the quality of teacher training and guidance and promoting educational justice by fostering education intelligence.

关 键 词：在线指导 同伴指导 跨区域 对话分析 指导角色 

分 类 号：G434[文化科学—教育学]