中小学教师教研共同体类型研究

发布时间：2018-04-21 20:42

本文选题：教学研究 + 教师专业发展　；参考：《西南大学》2017年硕士论文

【摘要】：中小学教研(也可说是教学研究)是教师专业发展的重要途径,教研活动对于提高教师教学水平,提升学校教学质量,深化教育改革的重要性已不言而喻。随着实践和研究的不断发展,教师教研的重心逐渐从强调教师个体的专业阅读、教师培训转移到建构教研共同体上。实践中,教师专业发展和教研活动样式各色各样,纷繁复杂,如赛课、公开课、研讨课、集体备课、网络研修等等。虽然这些教师教研活动对其职业发展和教学水平的提高具有较大的帮助,但名目过多的专业学习活动也往往成为教师工作的一种压力,甚至是负担。在教研活动中,很多教师并不理解每种教研活动的本质、特点及其对自身专业成长的意义,使得不少教研活动往往流于形式。实际上,每种教研活动都有其独特的特点和功能,不同类型的教师教研活动,在实际运行过程中对成员之间关系、组织条件和支持环境的要求也是不同的。本研究结合社会网络分析的方法,从教研活动中参与人员的规模、人员性质(同质/异质)、交往方式、人员关系和活动目标等维度分析各教研共同体类型的属性,从理论上探讨不同类型的教学研究共同体的本质、特征及其对教师专业发展的意义和功能。本研究第一部分从三个方面探讨划分教研共同体类型的理论依据。首先借鉴类型学相关研究阐释为什么要对共同体分类,在梳理滕尼斯、马克思·韦伯、齐美尔、涂尔干等经典社会学家对共同体的分类探索之后提出本研究分类的方法——主导因素分类法;然后,考察学界关于共同体内涵、要素和结构研究,总结三种共同体类型并重新解读其本质和内涵。最后,以社会网络分析为研究视角,结合实践中三种教研活动,建构教研共同体的实践模型及其分析框架。接下来三章分别以师徒制、教研组和U-S大学中小学合作教研为实践范例,考察三种共同体类型的特征、属性和及其对教师专业发展的功能和意义。成员之间的亲密关系是建构亲密共同体的核心和基础。教研共同体的亲密模型是同质的两人之间默契的、直接的交往,两人的目标是相互融合的。这种同质的两人的交往尽管可以打破教研过程中人与人之间的疏离,但也会在一定程度上局限教师专业发展的视野,形成专业发展过程的“裙带”关系;以公民社会民主协商的组织方式为核心和基础所建构的公民共同体是同质的多人的交往,共同体的目标是“同志的统一”。这种多人交互关系可能会在教研过程中通过相互的交流、讨论和协商实现观点的碰撞,擦生思想的火花,推动教师专业发展。但协商本身隐喻着一种妥协。科学的经验和历史启示我们,真理尽管需要大众的力量和智慧,但是真理绝对不是妥协的结果,民主协商甚至会扼杀真理;追求双方共同利益的实现是建构利益共同体的核心和基础。利益模型的教研共同体是当前市场经济全员参与的观念下所产生的一种隐喻,是两个异质群体的合作交往。尽管利益共同体为教育理论与实践的融合提供了一个路径,并且可能实现大学与中小学双赢,但是这种追求各自利益实现的本质伤害了教育的核心“爱”,产生了大学中小学合作的一些必然的障碍。最后一章结合对上述三种教研共同体类型的反思,提出一种理论上完备的教研共同体模型,要求教师在教研共同活动中以教师主体参与为根本前提,以教育信仰为凝聚共同体关系的核心力量,进而实现教研共同体活动教师之间完备的、充分的、直接的交往。启示教师在专业发展过程中要高度重视教师主体性、积极性和主动性,并形成一定教育信念,实现自身专业的持续发展。
[Abstract]:Teaching and research in primary and secondary schools (also teaching research) is an important way for teachers' professional development. The importance of teaching and research activities to improve the teaching level of teachers, to improve the quality of teaching and to deepen the reform of education is self-evident. With the continuous development of practice and research, the focus of teachers' teaching and research is gradually from the emphasis on the professional reading of teachers, teachers and teachers. In practice, in practice, teachers' professional development and teaching and research activities are varied and complex, such as competition class, public class, discussion class, collective lesson preparation, network study and so on. Although these teachers' teaching and research activities have great help to their professional development and the improvement of teaching level, they have too many famous specialties. In teaching and research activities, many teachers do not understand the essence of each kind of teaching and research activities, their characteristics and their significance to their own professional growth. Many teaching and research activities are often in form. In fact, each kind of teaching and research activities have their own unique characteristics and functions, different types of teaching and research activities. Teachers' teaching and research activities have different requirements for the relationship between members, organizational conditions and support environment in the course of actual operation. This study combines the methods of social network analysis to analyze the scale of personnel, the nature of personnel (homogeneity / heterogeneity), communication formula, personnel relationship and activity goals in the teaching and research activities. The nature of different types of teaching and research community, its characteristics and its significance and function to the professional development of teachers are discussed in theory. The first part of this study explores the theoretical basis for dividing the types of teaching and research community from three aspects. After the classification of the community by the classical sociologists, such as Richard, Max Webb, Simmel and Durkheim, the classification method of this study was put forward. Then, the study of the community connotation, the elements and the structure of the community was studied, the three types of Androgyny were summed up and the essence and connotation were reinterpreted. Finally, the society was represented by the society. The network analysis is the research perspective and the three teaching and research activities in practice are combined to construct the practical model of the teaching research community and its analytical framework. The next three chapters take the teacher apprenticeship system, the teaching research group and the U-S college and primary and secondary school cooperation research as a practical example to examine the characteristics, attributes and functions of the three types of community types and their function to teachers' professional development. The close relationship between the members is the core and foundation of the construction of the intimate community. The close model of the teaching research community is a tacit agreement between the two people of the same quality, the direct communication and the integration of the two people. The intercourse between the two people of the same quality can break the alienation between people and people in the course of teaching and research, but it will also be certain To the extent that the teachers' professional development is limited to the view of the professional development, the "nepotism" relationship is formed in the course of professional development, and the civil community constructed by the organizational mode of civil social democratic consultation is a homogeneous multi person association, and the goal of the community is "the unity of comrades". This multiplayer interaction may be in the course of teaching and research. Through mutual exchange, discussion and consultation to realize the collision of views, wipe out the spark of ideas and promote the professional development of teachers. But negotiation itself metaphor is a compromise. Scientific experience and history enlighten us that truth is not a result of compromise, but truth is not the result of compromise, and democratic negotiation even stifles the truth; The pursuit of mutual interests between the two sides is the core and foundation of the construction of the interests community. The teaching and research community of the interest model is a metaphor produced by the current market economy and is the cooperation of two heterogeneous groups. Although the interest community provides a path for the integration of educational theory and Practice, it can also be a path for the integration of educational theory and practice. It can achieve a win-win situation between the universities and primary and secondary schools, but the essence of the pursuit of the realization of their respective interests has hurt the core "love" of education, and has produced some inevitable obstacles to the cooperation between the primary and secondary schools in the University. The last chapter, combining the reflection on the three types of teaching and research community, puts forward a theoretical and complete teaching and research community model. In the common activities of teaching and research, the fundamental premise of the participation of teachers is the participation of teachers, and the education belief is the core force to condense the community relations, thus realizing the complete, full and direct communication among the teachers of the teaching and research community. It also reveals that teachers should attach great importance to teachers' subjectivity, enthusiasm and initiative in the course of professional development, and form a certain degree. Education belief, to realize the continuous development of its own specialty.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

【参考文献】