摘要
工作坊研修是中小学教师培训的重要方式之一,但研究发现工作坊普遍存在着研修动机不高、内容脱离情境、研修行为被动、研修效果欠佳等问题。《教师教育课程标准》明确提出了教师教育的实践取向。教师作为反思性实践者,在反思自身经验和改进教育教学行为的过程中实现专业成长。反思性实践强调教师的主体地位、关注教学的实践情境、提倡反思与实践的互动融合,为我们有效开展教师工作坊提供了理论依据。文章通过对反思性实践经典理论和工作坊研修常见模式的梳理,系统分析了反思性实践的过程要素和教师工作坊的活动环节,提炼出反思性实践视域下教师工作坊的过程构件包括:实践经历、问题梳理、提炼主题、提供脚手架、案例观摩、多重反思、表达交流、概念重构、行动方案、行动实践、行动结果、假设检验、知识生成。基于此,构建了反思性实践视域下的教师工作坊研修过程模型,并以"利用信息技术手段进行幼儿评价"专题为例设计了工作坊研修方案。
The workshop is one of the most important methods of teacher training in K12. However, a series of problems have been found in this form of training, including insufficient motivation, decontextualized curriculum, passive learning and unexpected results. According to Teacher education curriculum standards in 2011, teachers are supposed to be reflective practitioners since they can promote their specialization by introspecting educational experiences and improving on teaching behaviors. This process puts emphasis on teachers＇ subjectivity, focusing on teaching situation and interacting reflection with practice. As a consequence, reflective practice is able to make a theoretical effort to teacher workshop. By teasing out classical theories and representative modes, this paper has analyzed basic elements of reflective practice and fundamental steps of teacher workshop. Based on those courses and elements, a new model of teacher workshop has been framed from the perspective of reflective practice. Moreover, this model contains following parts： practical experiences, problems detecting, themes refining, scaffolding, cases observing, multi-perspectlve reflection, expressing, concept reconstructing, program, practice, outcome, hypothesis testing, and practical knowledge. On top of that, the thesis has employed this original model, taking children evaluation by information technology for instance.
作者
蒋立兵
季春晓
Jiang Libing, Ji Chunxiao(Institute of Lifelong Education, Central China Normal University, Wuhan Hubei 43007)
出处
《中国电化教育》
CSSCI
北大核心
2018年第11期39-45,共7页
China Educational Technology
基金
中央高校基本科研业务费专项资金项目"基于统计过程控制的教师培训质量管理模型研究"(课题编号:CCNU18ZYTS28)的研究成果
关键词
反思性实践
教师工作坊
过程模型
教师培训
Reflective Practice
Teacher Workshop
Process Model
Teacher Training
