教师研究课堂探析——特点把握、问题透视与应对之策

Analysis of Teacher’s Researching Classroom:Characteristic,Problem and Solution

"教师成为研究者"是中国基础教育改革下教师专业发展的应然要求,是提升课堂教学质量的有效途径。但在中国教育实践中存在研究分工固化、理论与实践脱节、教师自身存在"定势思维"、学校误导教师研究、研究主体未充分平等交流等问题。解决这些问题需要深刻认识教师成为课堂研究者的独特之处,以特点把握应对实际问题,加强教师研究课堂能力,推动教师专业发展进程。

"Teachers becoming researchers"is the necessary requirement for teachers’professional development under the reform of basic education in China and an effective way to improve the quality of classroom teaching.However,in the educational practice of our country,there are problems such as the solidification of research division of labor,the disconnection between theory and practice,the existence of"fixed thinking"by teachers themselves,the misleading research of teachers in schools,and the insufficient and equal communication of subjects.To solve the problems,we should deeply understand the uniqueness of teachers becoming classroom researchers,grasp and deal with practical problems with characteristics,strengthen teachers’ability to study classroom,and promote the process of teachers’professional development.