促进教师数据使用的干预设计案例及启示——基于国外实践项目的多案例分析  

Intervention Design Cases and Implications for Promoting Teachers’Data Use——Multi-case Analysis Based on Foreign Practice Projects

作　　者：李素丽 梁云真 周丹丹 LI Su-Li;LIANG Yun-Zhen;ZHOU Dan-Dan(Decision Advisory Department,Ningxia Institute of Public Administration,Yinchuan,Ningxia,China 750021;Department of Education,Henan Normal University,Xinxiang,Henan,China 453000;Department of Education,Shenzhen University,Shenzhen,Guangdong,China 518060)

机构地区：[1]宁夏行政学院决策咨询部,宁夏银川750021 [2]河南师范大学教育学部,河南新乡453000 [3]深圳大学教育学部,广东深圳518060

出　　处：《现代教育技术》2024年第8期79-89,共11页Modern Educational Technology

基　　金：2023年宁夏哲学社会科学规划课题“‘互联网+教育’背景下中小学教师协作数据使用的路径研究”(项目编号:2023NXBGL10)的阶段性研究成果。

摘　　要：教育数字化转型背景下,教师作为数据使用的主体成为数据价值发挥的关键,然而在实践中教师普遍无法使用数据进行有效的教学实践调整。鉴于数据驱动教学的重要意义和我国教师数据使用面临的挑战,文章首先梳理了数据使用的概念内涵和干预理念演变;然后,文章基于变革理论的专业发展干预分析框架,聚焦四个国家的六个典型实践项目和研究团队的具体做法,阐明已有实践模式的干预特征、效果分析和影响因素;最后,文章结合我国实际情况提出启示性策略,以期为有效促进教师数据使用的本土化创新实践提供参考。Under the context of educational digital transformation,teachers,as the subject of data use,have become the key to unleashing the value of data.However,in practice,teachers are generally unable to use data for effective teaching practice adjustment.In view of the significance of data-driven teaching and the challenges faced by teachers in using data,this paper firstly reviewed the conceptual connotation of data use and the evolution of intervention concepts.Then,based on the analysis framework of professional development intervention based on change theory,the paper focused on the six typical practical projects and research teams in four countries,and expounded the intervention characteristics,effect analysis and influencing factors of the existing practice models.Finally,the paper put forward some revelatory strategies based on the actual situation of our country,in order to provide reference for effectively promoting the localization innovation practice of teachers’data use.

关 键 词：数据使用 专业发展干预 理念演变 干预特征 

分 类 号：G40-057[文化科学—教育学原理]