校本教研模式重构:问题与循证  

Reconstruction of School-based Teaching and Research Model:Problems and Evidence-based Approach

作　　者：刘东方[1] 景敏[1] 赵欣言 LIU Dong-fang;JING Min;ZHAO Xin-yan(Shenyang Normal University,Shenyang 110034,China;Shenyang New Century Middle School,Shenyang 110000,China)

机构地区：[1]沈阳师范大学,辽宁沈阳110034 [2]沈阳新世纪中学,辽宁沈阳110000

出　　处：《东北师大学报（哲学社会科学版）》2023年第6期116-122,共7页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：中国教育学会2021年度教育科研一般规划课题(202100482205B);沈阳师范大学研究生重大教改立项(YJSJG 120210003);辽宁省基础教育2022年度重点课题(LNJA202233)。

摘　　要：当前中小学日常教研活动对教师教研能力提升作用非常有限。本文基于教师学习共同体理论、反思性思维理论、成人学习理论以及教研经验,经过3年实践探索,重构了教研模式,提出“问题与循证”导向的校本教研模式。实践表明:教师对“问题与循证”导向的校本教研模式促进教研能力发展的认同度高;教师教研能力整体有显著提升;提出教学问题和动态循证的意识与能力显著提升;教研组团队意识增强,为教师日常教研奠定良好的氛围和基础。The current daily teaching and research activities in primary and secondary schools have limited effects on the improvement of teachers'teaching and research capabilities.Based on teacher learning community theory,reflective thinking theory,adult learning theory and teaching and research practical experience,after three years of practical exploration,we formed a school-based teaching and research model based on“problems and evidence-based”.Practice has shown that:Teachers have a high degree of recognition of the“problem and evidence-based”teaching and research model to promote the development of teaching and research abilities;The overall teaching and research ability of teachers has been significantly improved;The awareness and ability of raising teaching questions and finding evidence dynamically is significantly improved;The teaching and research group has effectively formed a learning community,laying a good atmosphere and foundation for teachers'daily teaching and research ability improvement.

关 键 词：“问题与循证”导向 教研模式 教研能力发展 

分 类 号：G451[文化科学—教育学]