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从活动理论看校本教研 被引量：1

School-based Action Research from Activity Theory Perspective
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摘要 校本教研是解决教学中没有现成答案或现成解决办法的问题,一般由教师与教研专家组成的团队合作完成。教师与专家的背景与目的不同,因此校本教研过程中充满着矛盾、对话、试验、协商与知识创造,传统的学习理论无法解释校本教研中的问题解决过程。活动理论引入作为分析校本教研的理论框架具有现实意义和理论价值。 The aim of the team formed by teachers and teaching experts is to solve teaching questions that is ill-defined and not ready-made answer or ready-made method in the School-based action research. There are many contradictions, dialogues, trials, negotiations and knowledge creations in the process of School-based action research by reason of teachers＇ and experts＇ different background and purpose. Traditional theories of learning have little to offer if one wants to understand these processes of problem solving in the School-based action research. Activity theory is an effective theory framework in analyzing School-based action research.
作者 董涛
机构地区 福建师范大学数学与计算机科学学院
出处 《福建师范大学学报（哲学社会科学版）》 CSSCI 北大核心 2008年第6期143-147,共5页 Journal of Fujian Normal University:Philosophy and Social Sciences Edition
关键词 活动理论 校本教研 理论框架 Activity theory, School-based action research, theory framework
分类号 G42 [文化科学—课程与教学论]
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参考文献6

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二级参考文献16

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共引文献78

同被引文献9

引证文献1

二级引证文献19

福建师范大学学报（哲学社会科学版）
2008年 第6期

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