以课例研究为载体探索教师研修的新途径——以北京市西城区“课例研究”研修项目为例

New Approaches to Teacher Training and Studies Supported by Lesson Study——Taking Lesson Study Program of Xicheng District,Beijing as An Example

基于如何培养研究型教师、探索有效的区域研修活动和促进学习型教研组成长的思考,北京市西城区教育研修学院引进课例研究作为西城区教师研修的基本模式之一。在学习和实践＂行动教育＂的基本模式中,提炼出了西城区课例研究研修活动的基本步骤,各学科项目组结合学科或年级的特点,根据执教者人数、教学内容和教学策略的异同,教学时间的长短等,构建了多种有助于教师行为跟进、教师能力建设的课例研究变式。如同课同构模式、同课异构模式、借用微格教学对＂关键事件＂的循环跟进模式以及个别学科探讨多名教师执教同一节课的不同环节、有主题的课程化系列研修模式等,并且生成了区本化、学科化的学习资源。

In order to cultivate research-oriented teachers,to explore effective models of regional teacher training and to promote the advanced study for teaching and research group,the Academy of Teacher Training and Research of Xicheng District applied lesson study as one of the basic teacher training and study model.During the procedure of applying＂Action Education＂model,Academy of Teacher Training and Research of Xieheng District has formed the basic research steps of lesson study.Teachers of all the subjects have formed different lesson study models,which are easy to follow and useful for teacher professional development based on the characteristics of each subject,grade,number of teachers, teaching content,teaching strategies and length of teaching periods.These models include the same content with the same methodologies,the same content with different methodologies,follow-up research on critical events through microteaching,the same content teaching by different teachers,themed teacher training and studies programs.Regional and disciplinary research resources have been produced.