混合式校本研修中优秀校本研修团队与其它校本研修团队的差异分析

Blended Learning for School-based Professional Development:Differences between Successful Learning Groups and Less Successful Learning Groups

本文以参加"国培计划(2011)——高中数学骨干教师集中培训与校本研修一体化项目"的73个校本研修团队为研究对象,运用内容分析法、视频案例分析法、统计分析法等研究方法,对6个优秀校本研修团队和67个其他校本研修团队共803名高中数学骨干教师在教师实践性知识与教学实践行为改进两个维度上的差异进行了研究,并总结出了优秀校本研修团队的三个特征,为进一步开展远程校本研修培育优秀团队提供了一定的实证研究基础。

This article reports on a study involving a cadre of mathematics teachers in senior middle schools who attended an integrated training programme of face-to-face training and school-based professional development.This integrated programme formed part of the 2011 National Professional Training Scheme for Teachers in Primary and Middle Schools.The 803 teachers involved in this study were divided into 73 learning groups,six of which were identified to be more successful than the other groups.Using content analysis,video content analysis and statistic analysis,the study attempted to identify the differences between the successful cohort and the less successful cohort in terms of practical knowledge and teaching performance after attending the programme.Informed by the findings,distinctive features concerning educational belief,self-knowledge,and reflection were highlighted for the successful cohort.It is hoped that these findings can serve as basis upon which measures are taken to form successful learning groups.