论文部分内容阅读
新课程改革深化阶段,学校教研组及校本教研活动被视为教师共同探究、建构实践知识的平台。本文借助教师知识理论讨论对上海市两所初中教师校本教研学习过程及成效分析发现,教研活动为教师获取教学实践中的知识提供支持,但不同类型教研活动及其间学习过程的差异使教师提炼并建构的实践知识呈现差异。为持续推进实践知识建构,借助多元分享性学习材料开展不同类型的教研活动,重视从探究的角度引导教师共商教学实践尤为关键。
The deepening of the new curriculum reform phase, the school teaching and research group and school-based teaching and research activities are seen as a common platform for teachers to explore and build practical knowledge. Based on the discussion of teachers’ knowledge theory, this paper analyzes the process of school-based teaching and learning in two junior middle schools in Shanghai and its effectiveness. It shows that teaching and research activities provide support for teachers to acquire knowledge in teaching practice. However, different types of teaching and research activities and learning process differences make teachers refrain from Construction of practical knowledge showing differences. In order to continuously promote the construction of practical knowledge, it is particularly crucial to conduct different types of teaching and research activities with the help of multiple, shared learning materials and to attach importance to guiding teachers to discuss teaching practice from the perspective of inquiry.