促进培训成果转化的教师互动学习过程研究——以Y教师的互动学习为个案叙事  

Study on Teacher Interaction to Promote the Transformation of Training Learning Outcomes——Take teacher Y's interactive learning as a case narrative

作　　者：汪丽梅[1] 杨尚上 周尤[1] Wang Li-mei;Yang Shang-shang;Zhou You(School of Teacher Education,Central China Normal University,Wuhan 430079,China;Zhounan Xiufeng School,Changsha 410201,China)

机构地区：[1]华中师范大学教师教育学院,武汉430079 [2]湖南省长沙市周南秀峰学校,长沙410201

出　　处：《教师教育论坛》2022年第9期31-37,共7页Teacher Education Forum

基　　金：华中师范大学中央高校基本科研业务费项目“教师教育专硕”研究项目成果之一(项目编号:CCNUTEI2022-08).

摘　　要：教师互动对教师将培训所学知识和技能转化为实践行为、智慧起到非常重要的作用。本文采取目的性抽样对参加教师培训的一名骨干教师Y老师进行历时性跟踪调查,开展个案叙事研究,探查她是通过怎样的互动学习过程来促进培训学习成果转化的。Y教师的互动学习过程主要包括两个基本过程:内化过程和转换过程;四个具体阶段:积极传递/共享互动内容,借助参照群体的回应转变内在认知,开展聚焦问题的反思行动,持续建构新的共享性经验。结合个案分析和相关理论探讨,本文概括出教师开展有效互动学习的四个重要条件。Teacher interaction plays a very important role in transforming the new knowledge and skills into practical behavior and wisdom.In this paper,purposeful sampling is used to conduct a diachronic follow-up investigation on a key teacher,Teacher Y,who participates in teacher training.We conduct a case narrative study to explore what kind of interactive learning process does she adopt to promote the transformation of training learning results.Y teacher's interactive learning process mainly includes two basic processes:internalization process and conversion process;There are four specific stages:actively delivering/sharing interactive content,transforming internal perceptions with reference group responses,carrying out issue-focused reflective actions,and continuously building new consensual experiences.Combined with case analysis and theoretical discussion,this paper summarizes four important conditions for teachers to carry out effective interactive learning.

关 键 词：教师互动 培训学习成果 转化 

分 类 号：G650[文化科学—教育学]