教师课例研修的理论视野与实践要义

发布时间：2018-02-05 05:05

本文关键词： 课例研修理论视野教师发展　出处：《中国教育学刊》2012年12期 　论文类型：期刊论文

【摘要】：切入教师的教学行为成为实践层面上以校为本教学研究的应然路径,即以课例研修改进教学继而促进学生、教师、学校的协同发展。课例研修从组织视野下的教学设计开始,其基本要义包括:在反复设计中融合组织学习与自我改进,随后的反复授课要实现从思维到行为的双重发展与超越;专业观课要促成专业评课和专业反思;同课异构、异课同构在于对课程目标的关注,"同"与"异"是针对课程目标即教学价值而言的;跟进测评使课例研修的理性增值;完整的课例研修呈现教师说写结合凝练而成的笔墨文化。
[Abstract]:Cut into the teacher's teaching behavior becomes the practical level of school-based teaching research should be the path, that is, the case study to improve teaching, and then promote students, teachers. The cooperative development of the school. The lesson example study starts from the teaching design under the organization vision, its basic meaning includes: in the repeated design merges the organization study and the self-improvement. The subsequent repeated teaching should realize the dual development and transcendence from thinking to behavior; Professional view class should promote professional evaluation and professional reflection; The isomorphism of different courses lies in the attention paid to the objectives of the curriculum, and the "same" and "different" are aimed at the teaching value of the course objectives; Follow up the evaluation to increase the rational value of the case study; The complete case study presents the pen and ink culture formed by the teacher's combination of writing and speaking.
【作者单位】：齐鲁师范学院山东省基础教育课程研究中心;
【分类号】：G420
【正文快照】： 作为主动实践者,教师始终是学校变革的思维与行为主体,以校为本的教学研究应该切入教师的日常教学实践中并与之融为一体。课例研修为实现实践关注的教学行为与变革期待的研究行为之间的融合提供载体。课例研修是一种以校为本的行动研究方式,是教师(一般为学习型教师组织)基于

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