教师研究课堂：意义、路径和模式

Classroom Teaching Research of Teachers:Significance,Route and Mode

中小学教师进行课堂教学研究是教师主体回归的必然选择,是教师专业化发展的需要,更是基础教育课程改革的迫切要求。课堂志是与教师教学工作融为一体的研究路径与方法,它是一种通过观察、访谈、参与体验、描述解释来研究课堂的人文研究方法。教师作为研究者从事课堂志的研究,就是将教师的教学活动与教学研究有机地统一起来,主要包括教师"主位的"课堂研究、教师"客位的"课堂研究、教师与专业研究者合作的课堂研究三条路径。教师研究课堂的模式主要有"实践—反思"的教师个体课堂研究模式、"实践—研究双维互动"的课堂研究模式、"实践反思—同伴合作互助—专业研究引领三维立体"的课堂研究模式等。

It is the inevitable choice of teachers＇ subjectivity return for the teachers of primary and secondary schools to carry out classroom teaching research, which is the demand of teacher professionalization development, as well as the pressing demand of basic educational curriculum reform. Chronicles of class is a research route and method integrated with teachers＇ teaching work, which is a kind of humanistic research method to study classroom through observation, interview, experience involvement and description and explanations. As a researcher to undertake the research of chronicles of class, a teacher should unify organically teacher＇s teaching activity and teaching research activity. Chronicles of class mainly includes three routes, that is teacher-subjective classroom research, teache-objective classroom research and the classroom cooperative research between teachers and professional researchers. The mode of teacher research classroom teaching research of teachers mainly include individual classroom teaching research mode of practice-reflection, the classroom teaching research mode of ＂two dimensional interaction between practice and research＂ and the three dimensional solid classroom teaching research mode of ＂practical reflection——cooperation and mutual assistance between companions——professional research guidance＂, etc.