摘要
基于对我国教师专业共同体导向的专业发展实践的关注,本研究在五个城市调研基础上,考察我国教师的专业发展实践特征及其与学生学业成就的关系。通过数据分析,研究描述了取样城市教师的备课方式、培训参与、同行听评课、教科研参与等有关参数的分布,以及上述分布中的城市间、学校间、城-郊间的差异,描绘样本城市的教师专业实践、特别是专业学习共同体的发展样态;通过控制学生背景变量、教师背景变量和教学方式的变量,研究发现了教师专业发展实践的整体模型与学生数学成绩的关联,并建立了相关数量模型。本研究还希望,基于上述考察,从教师专业发展实践这一侧面来验证上海学生PISA成绩的代表性。
This study, focusing on the Chinese teacher professional development practice ( PDP), explores how this practice is community - oriented and how it affects students' achievement. Planning Lesson, participating in formal professional training, observing classroom, participating in teaching and learning research, as the four typical types of Chinese teacher professional development practice, are examined through data analysis. This study describes the distribution of the parameters above from the data from the five sample cities and tries to find their difference between cities, between schools, and between downtown and rural areas. After controlling the variables of students SES, teachers characters and teaching methods, the correlation between the integrated model of PDP and students achievement ( mathematics achievement in this case) is found and represented as a quantitative model. It is also deduced that, collective lesson planning, among all the types of the PDP, may have the most evident effects on students' achievement.
出处
《全球教育展望》
CSSCI
北大核心
2013年第2期22-33,53,共13页
Global Education
基金
教育部人文社会科学重点研究基地2009年度重大项目"学习与课程之关系研究"(项目编号:2009JJD880011)研究成果之一
关键词
教师专业发展实践
学业成就
关系模型
teachers ' professional development practice
academic achievement
relationalmodel