有效教学支持系统的现状:来自北京S区的实证研究

Inquiry into the Instruction Supporting System:Evidence from S District in Beijing

本文从知识管理的视角出发探讨了教学领导中重要的因素之一——教学支持系统的内涵。教学支持系统在制度和组织上包括正式教学管理组织(如备课组和教研组等)和各种团队规范(如进修制度等);机制上包括教师行动研究、教师领导、非正式关系网络、校际之间的课程和教学改革联盟等各种个人和组织的教学研究及成果共享途径;技术上包括课堂观察与诊断、教学评价与改进等;在学校文化上,强调学校开放、民主、参与与和谐的组织氛围等等。基于这一概念框架,本文使用了北京S区的调查数据分析了教师视角下期望的和实际感受到的有效教学支持系统现状,以探索在中国情境下建立和健全有效教学支持系统的路径,从而为有效教学提供保障,促进教育教学工作开展,推动教师专业成长及学生发展。

This paper focuses on the interaction of instruction supporting system, knowledge management, and school culture. Using the quantitative data collected from the S district in Beijing, this paper de- scribes the status quo of the instruction supporting system from three dimensions： teachers＇ own explo- ration, experts＇ guidance, and teamwork. It concludes that teachers rely heavily on their own exploration and teamwork, rather than consulting external experts, to improve their instruction. This paper argues that informal and interpersonal communication, teamwork and agreeable school climate all play important roles in improving schools＇ instruction supporting system.