“教学评价素养”的构建:合作研究实践中教师理念发展的个案研究  

Examining the Construction of“Teaching Assessment Literacy”:A Case Study of Teacher Conceptual Development in Collaborative Research Practice

作　　者：杨鲁新[1] 张宁[2] Luxin YANG;Ning ZHANG(Beijing Foreign Studies University;Xizang Minzu University)

机构地区：[1]北京外国语大学 [2]西藏民族大学

出　　处：《Chinese Journal of Applied Linguistics》2024年第1期59-82,159,共25页中国应用语言学（英文）

基　　金：supported by the project of Research on Educating Excellent Foreign Language Teachers in the New Era supported by China National Social Science Foundation (19BYY220)。

摘　　要：本研究深入探讨了大学与中学合作模式下的教师发展项目如何推动教师在合作研究实践中实现概念发展的轨迹。本研究以维果茨基和恩格斯托姆的理论为基础,深入探讨了一名中学英语教研员在与教师项目导师和其团队教师共同构建“教学评价素养”研究主题的过程中,不断协商理解科学概念与日常概念的关系。该研究持续两年,收集了多种数据,涵盖了六轮口头辩论与研究报告活动、课堂观察、访谈、日志和研究报告。数据分析显示,教研员的概念发展历程呈现出逐步整合与转变的特点,同时也为其项目的参与教师提供了拓展学习机会,促进了大家集体概念的发展。尽管教师培训项目在推动多模块协同活动、学术与实践相结合的指导以及集体支持方面发挥了至关重要的作用,在充满张力的概念发展过程中,教师仍需要细致入微的指导。This study explored the trajectory of teacher concept development during collaborative research practice promoted by a university-school partnership teacher development program.Drawing on Vygotsky’s and Engeström’s notion of concept formation,it examined how a secondary EFL teaching-research officer(TRO)negotiated between scientific and everyday concepts as she co-constructed the research theme“teaching assessment literacy”with mentors and fellow teachers mediated by the program.Multiple sources of data were collected over a span of two years,including six rounds of oral defense and research reporting activities,classroom observations,interviews,journals,and research reports.The analysis showed that the TRO experienced a gradually integrated and transformed path of concept development,and also initiated an expansive learning opportunity for her research participants,triggering collective concept development.While the program played a significant role in providing multi-module facilitating activities,academic-practice joint mentoring and collective scaffolding,more subtle guidance is suggested for the tension-laden process.

关 键 词：评价素养 概念形成/发展 教师合作研究 活动理论 拓展性学习 EFL教研员(TRO) 

分 类 号：G633.41[文化科学—教育学]