分割的战场:基础教育校本教研制度的个案研究  

Divided Battlefields:A Case Study of School-based Teaching and Research System in Basic Education

作　　者：朱志勇[1] 钟筱雨 Zhu Zhiyong;Zhong Xiaoyu

机构地区：[1]北京师范大学教育管理学院,北京100875

出　　处：《教育学术月刊》2025年第2期41-49,共9页Education Research Monthly

基　　金：教育部政策法规司资助课题“基于育人方式改革需求的学校制度变革研究”(编号:JYBZFGS2023408)。

摘　　要：基础教育课堂教学改革的深化以及学校主阵地教育生态的重建呼唤着校本教研制度的完善,完善校本教研制度的起点是考察现有制度实践。采用质性取向的个案研究方式考察校本教研制度推进过程后发现:学科教研、课例研讨、项目课题、教师培训四类校本教研活动如同分割的战场,承载着“推土机”与“挖掘机”“,独角戏”与“二人转”,“组合拳”与“必杀技”,“下功夫”与“动脑子”的意义博弈。参与活动的教师形成了“跟上脚步”“回归原点”“等待帮扶”等教研组层面的互动秩序,以及教研内容学科化、人员精英化和资源集中化等学校层面的互动秩序,这六种互动秩序是制度参与者对教育场域内结构性冲突的回应。The deepening reform of basic education classroom teaching and the reconstruction of the school education ecology necessitate the improvement of the school-based teaching and research system.The starting point for improving this system lies in examining current institutional practices.Through a qualitative case study approach,this study identifies four categories of school-based teaching and research activities:subject-based research,lesson study,project promotion,and teacher training,which resemble divided battlefields.These activities represent a contest of being simultaneously“bulldozer”and“excavators”,“monodrama”and“duet”,“combination attack”and“killing skills”,and“working hard”and“thinking carefully”.Participating teachers establish several interactive orders,including“keeping pace”,“returning to the basics”,and“awaiting assistance”at the teaching group level,together with the professionalization of teaching and research content,the elitization of staff,and the centralization of resources at the school level.These six interactive orders reflect the responses of institutional participants to structural conflicts within the education field.

关 键 词：校本教研制度 互动秩序 栖居制度主义 

分 类 号：G424[文化科学—课程与教学论]