情境式研修提升班主任专业素养的内在机制  

The Inner Mechanism of Situation-based Research to Improve the Professional Quality of Banzhuren

作　　者：李秀萍[1] LI Xiuping(Beijing Academy of Educational Science,Beijing 100036)

机构地区：[1]北京教育科学研究院,100036

出　　处：《教育科学研究》2023年第12期71-77,共7页Educational Science Research

摘　　要：情境即具体场合的情形,情境能推动班主任具身学习,使班主任从自身出发研究自我、审视他人、再重构自我。班主任研修虽然难以把班级工作即时现场情境化,但可以基于实践来模拟情境,高质量研修中的情境应是“相关”情境、“关键”情境、“结构不良问题”情境、包含“正确经验”的情境、包含“知识与价值”的情境。情境式研修促进班主任成长的内在要素包括:现象、价值、本质、策略。情境式研修激发班主任专业成长需要基础性条件、策略性条件、支架性条件、旨向性条件及支持性条件。Situation refers to the event in a particular occasions,which can drive banzhuren's embodied learning,enabling them to start from within themselves,study themselves,survey others,and then back to self-reconstruction.It is difficult for banzhuren to contextualize class work in real-time,but they can simulate situations based on practice.The situations in highquality research should be"relevant""critical"ill-structured problem"containing correct experience""containing knowledge and value".The internal factors that promote the growth of banzhuren through situation-based research include phenomena,values,essence,and strategies.Situation-based research to stimulate the professional growth of banzhuren needs basic conditions,strategic conditions,scaffolding conditions,purposive conditions,and supportive conditions.

关 键 词：情境式研修 班主任 专业素养提升 内在机制 

分 类 号：G451[文化科学—教育学]