“U-S”合作中高校教师与中小学教师的跨界知识互动探究  

Exploring Cross-boundary Knowledge Interaction between University Teachers and Primary and Secondary School Teachers in the“U-S”Cooperation

作　　者：陆超[1] LU Chao(Elementary Education Development Research Institute,Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学基础教育发展研究院,上海200234

出　　处：《现代基础教育研究》2024年第3期27-31,共5页Research on Modern Basic Education

摘　　要：对于“U-S”合作情境中高校教师与中小学教师如何进行知识互动这一重要问题,鲜有实证研究涉及。通过对高校与中小学合作的多个案例进行质性研究,发现高校教师与中小学教师的知识互动存在三种不同的模式:一是高校教师主导下的知识迁移模式,二是内化与重构后的知识转化模式,三是基于研究伙伴关系的知识生产模式。基于此,自我定位与地位关系、知识互动的聚焦性和持续性、卷入程度及跨界互动能力,是影响高校教师与中小学教师知识互动效果的重要因素。There is little empirical research on the important question of how knowledge interaction occurs between univer⁃sity teachers and primary and secondary school teachers in the context.Through qualitative research on multiple cases of cross-boundary cooperation between universities and primary and secondary schools,this study has found three distinct models of knowledge interaction:the knowledge transfer under university teachers’leadership,the knowledge transformation after internal⁃ization and reconstruction,and the knowledge production based on research partnerships.Based on these findings,this study pro⁃poses that self-positioning and status relationship,the focus and continuity of knowledge interaction,the level of involvement and cross-boundary interaction ability are important factors influencing the effectiveness of knowledge interaction between university teachers and primary and secondary school teachers.

关 键 词：“U-S”合作 跨界知识互动 知识生产 

分 类 号：G645.1[文化科学—高等教育学] G635.1[文化科学—教育学]