课堂研究的审视与反思

发布时间：2018-05-17 06:27

  本文选题：课堂研究 + 实践工作者　； 参考：《华中科技大学》2016年博士论文

【摘要】：在当前教育研究中,专业研究者与实践工作者处于一种人为的“疏离”状态,课堂理论研究陷入“异化”的境地。长期以来,人们对此的问责和批判促使我们审慎地思考问题症结之所在,并探寻双方相互沟通的路径。而课堂研究作为理论与实践双向建构的研究方式,为理论与实践、专业研究者与实践工作者提供了互通的“渠道”和“走到一起来”的平台。本文主要围绕什么是课堂研究,课堂研究的主体、对象、方式与过程展开,探寻两类研究主体进行课堂研究的状况；目的在于通过这些方面的审视与反思,进一步完善和建构课堂研究的理论体系。本研究主要采用文献研究法、内容分析法、访谈法、案例分析法与对比分析法展开研究。论文利用文献计量学中的内容分析法,以中国知网所收录的“课程与教学理论”研究的文献数据内容为分析对象,中图分类号“G42*”为检索词,对课堂研究的主体进行作者词频分析,对课堂研究的对象进行关键词词频分析,分别绘制课堂研究的作者词频以及关键词词频知识图谱；论文运用访谈法、案例分析法与对比分析法,进一步阐释和证明课堂研究主体的构成与行为表现方面、研究对象的认识与把握方面分别存在的问题,从而提出相应的转化路径；运用访谈法、案例分析法与对比分析法具体呈现与分析课堂研究的方式、课堂研究的过程,并剖析各自有待改善之处,进而提出整合措施与基本趋向。在当前课堂研究中,专业研究者作为课堂研究主体是“凸显”的,而实践工作者则是“弱化”的；双方都习惯于按各自的“做事规则”和“思维方式”行动,并由此导致双方的“貌合神离”；因此,需要正视他们差异的基础上促使其相互影响和转化：即不只是作为“单面人”,而以“双面人”存在。若使其承担起这种双重角色,就要在研究身份、价值观、研究方式、思维形式、文化体验等方面获得“新生”。在课堂研究对象方面,实然上多以宏观的、抽象的问题为研究对象,而不是直接面对课堂实践中的具体问题；通过对课堂研究实然对象与应然对象之间的矛盾进行批判与反思,提出课堂研究的对象认识与把握需要转换：即在面对问题性的研究对象时,要求研究者转变对待问题的态度与视角,以关系性思维探究问题,强调以质性研究面对问题,注重系统动态地把握问题。在课堂研究方式上,两类研究主体采用的方式各有偏颇,并由此造成了因“各用所长”而致的研究方式的“二分”；基于此对不同的研究方式进行批判性反思,提出不同研究方式的整合,应从“各用所长”到基于合作的行动、反思和对话；并从建构双方合作研究的文化与评价机制方面提供相关保障。在课堂研究过程中,存在着专业研究者进行的“文本模式”的研究过程,实践工作者开展的“日常模式”与“行动模式”两种研究过程；通过与课堂研究应然过程的比较分析发现,不同模式都在“实践环节”的某些方面存在不同程度的问题,因此,课堂研究的过程需要走向课堂实践：到日常课堂实践中进行“田野研究”,以真正体现专业研究者的实践关怀；并在此过程中进行理论的引导与建构,以实现双方的理解与对话。
[Abstract]:In the current educational research, the professional researchers and the practice workers are in a "alienation" state and the study of classroom theory falls into the "alienation" situation. For a long time, people's accountability and criticism has prompted us to think carefully about the crux of the problem and explore the path of mutual communication between the two sides. Theory and practice, professional researchers and practice workers provide a platform for "channel" and "come together" for both theory and practice. This paper focuses on what class research is, the subject, object, way and process of the class research, and explore the situation of the two types of research subjects in the classroom. The purpose of this study is to further improve and construct the theoretical system of classroom research through the examination and reflection of these aspects. This study mainly uses literature research, content analysis, interview, case analysis and comparative analysis. The paper uses the content analysis method in bibliometrics to take the "Curriculum" of Chinese knowledge net. The content of the literature data of the study of teaching theory is the object of analysis, and the middle map classification number "G42*" is the retrieval word. The author carries out the author's word frequency analysis to the subject of the class research, and carries out the keyword frequency analysis to the object of the class research, and draws the author's word frequency and the key word frequency knowledge atlas respectively. The case analysis method and the contrast analysis method further explain and prove the composition and behavior of the subject of the class, the problems in the understanding and grasp of the subject, and then put forward the corresponding transformation path, and use the interview method, the case analysis method and the contrast analysis method to present and analyze the classroom research, and the classroom In the current classroom research, the professional researchers are "highlighted" as the subject of the class research, while the practice workers are "weakening"; both are used to act according to their own "rules of action" and "mode of thinking", and This leads to the "look of the two sides"; therefore, we need to face up to their differences and promote their mutual influence and Transformation: not just as "one sided person", but "double sided". If it is to undertake such dual roles, it is necessary to acquire the identity, values, research methods, thinking forms, cultural experience and so on. "Freshman". In the field of classroom research, the object of the study is mostly based on the macro and abstract problems, rather than directly facing the specific problems in the classroom practice. By criticizing and reflecting on the contradiction between the actual objects and the objects that they should be in the classroom, it is proposed that the knowledge and grasp of the object of the class study need to be transformed: that is, In the face of the subject of problematic research, researchers require the researchers to change their attitude and perspective, explore the problems with relational thinking, emphasize the problem of qualitative research, and pay attention to the systematic and dynamic grasp of the problems. In the way of classroom research, the ways of the two types of research subjects are biased and thus cause the "use of the director". The "two points" of the research methods, based on the critical reflection on different research methods, and the integration of different research methods, should be from "the use of the director" to the cooperative action, reflection and dialogue, and to provide the relevant guarantee for the construction of the culture and evaluation mechanism of the cooperative research between the two parties. In the study process of "text pattern" carried out by professional researchers, two research processes of "daily mode" and "action mode" carried out by the practice workers; through the comparison and analysis of the course of the classroom study, it is found that different modes have different degrees of problems in some aspects of the "practice link", so the classroom research is studied. The course of the study needs to go to the classroom practice: to carry out "field research" in the daily classroom practice in order to truly reflect the practical concern of the professional researchers, and to carry out the guidance and construction of the theory in this process, so as to realize the understanding and dialogue between the two sides.
【学位授予单位】：华中科技大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G424.21
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本文编号：1900316