教师课堂研究“局内人”身份的“困”与“解”  

The Challenges and Solutions of Teachers'Classroom Research on the Identity of“Insiders”

作　　者：杨帆 Yang Fan(Northwest Normal University)

机构地区：[1]西北师范大学教育科学学院,甘肃兰州730070

出　　处：《当代教育科学》2024年第8期35-42,共8页Contemporary Education Sciences

摘　　要：课堂研究即在课堂中做研究,作为课堂教学和课堂研究当事人的教师,是课堂研究的天然主体。在个体模式的课堂研究中,教师因与学生共建共享着同一课堂文化,是课堂教学和课堂研究的“局内人”。“局内人”身份在带给教师研究便利的同时,也使研究呈现出虚假化、浅表化和经验依赖等困境。这些困境产生于教师对研究、对职业的固有认知,也受教师个体研究能力的制约。这些身份困境的突破不仅需要教师转变对课堂研究的认识,理顺课堂研究和课堂教学的关系,还需要教师掌握科学系统的方法,与专业研究者一道开展多种模式的合作研究,以更具针对性和实效性的课堂研究助力课堂教学质量的提升。Classroom research refers to conducting research within the classroom settings.As the individuals involved in classroom teaching and research,teachers naturally become the focal point of classroom research.In individualmode classroom research,teachers act as“insiders”due to their shared classroom culture with students.This“insider”status brings convenience to teachers’research,yet it also poses challenges such as falsification,superficiality,and reliance on experience.These challenges stem from teachers’inherent understanding of research and their profession,as well as their individual research capabilities.To overcome the identity dilemma of teachers as“insid-ers”in classroom research,it is imperative for teachers to shift their perspective on classroom research,clarify the relationship between classroom research and teaching,and master scientific and systematic methodologies.Collaborating with professional researchers in various modes of collabora-tive research is crucial to enhance the relevance and effectiveness of teachers’classroom research,thereby improving the quality of classroom teaching.

关 键 词：课堂研究 主位研究 局内人 实践研究 职业价值 

分 类 号：G635.1[文化科学—教育学] G632.4