摘要
在复杂关系和多样文化背景下,学校教研逐渐失去了其本身所承载的价值和作用,致使其价值目标泛化及失真。从活动开展过程来看,存在理论层面引导渗透不足而迷恋于方法追求的问题;从活动评价来看,能够将教研活动中发现的问题引向日常教学实践而解决的“发展性”“生成性”评价不足。因此,需要通过对所开展的教研活动进行属性判定而避免走向“剧场教研”,通过理论介入而将教研活动引向教学问题与方法背后本原及依据的探索,并通过将教研中发现澄清的问题引向日常教学实践,在“发展性”“形成性”评价中提升教师教学能力及学校整体教育质量。
While in the context of cultural diversity,educational research has gradually lost its value and influence,further resulting in the generalization and distortion of its initial value and objectives.In terms of activity per se,there exist problems of theoretical knowledge deficitand an obsession with methods.From the perspective of activity evaluation,it's insufficient to evaluate the“development”and“generation”of the problems found in educational research,and further transform them into daily teaching practice.Therefore,it is necessary to define the attributes of educational research to avoid“superficial educational research”.Furthermore,it's imperative to explore the essence and causes behind each teaching problem and method through theoretical intervention,and further convert those questionsinto daily teaching practice in an effort to improve teacher quality and overall education in the evaluation of“development”and“formation”.
作者
孟凡丽
魏宝宝
MENG Fan-li;WEI Bao-bao(Xinjiang University,Urumqi,Xinjiang Uygur Autonomous Region,830046;School of Education Science,Xinjiang Normal University,Urumqi,Xinjiang Uygur Autonomous Region,830017,PRC)
出处
《当代教育与文化》
北大核心
2019年第4期22-32,共11页
Contemporary Education and Culture
基金
新疆师范大学教育科学学院博士研究生自主创新基金项目(XJNUJKYA1908)
甘肃省教育科学“十三五”规划课题“‘校本学习’促进农村中小学教师专业成长研究”(GS [2017]GHB2679)阶段性研究成果
关键词
学校教研
教师共同体
教研本质
Educational research
Teacher community
the essence of educational research
