对“教师作为研究者”的再认识:17篇SSCI文献的综述及启示

Reconsideration of “Teacher as Researcher”:Review and Enlightenments of 17 SSCI Literatures

新课程改革使"教师作为研究者"得到了普遍认同和重视,学校本位的教师研究正如火如荼地开展。然而,在实践过程中,教师研究走入了误区和困境:校本教研成为教师的负担;学校青睐"大课题"、"大问题";校外专家主导教师研究;论文发表作为评价教师的指标。该文以17篇SSCI文献为基础,重新审视"教师作为研究者"意味着什么,梳理出三种已有观点:教师作为行动研究者、教师作为学生研究者、教师作为正式研究者,并反思观点背后专业观的含糊以及研究范式的冲突。在此基础上,对教师研究的误区和困境做出回应:明确教学专业的边界;重新审视课程研究范式,合理评价教师研究。

＂Teacher as researcher＂ has been accepted owing to the New Curriculum Reform and there has been increasing school-based teacher-conducted researches. However, teacher-conducted research is faced with misunderstanding and dilemma： （a） school-based research becomes teachers＇ burden; （b） schools support ＂major topics＂ and ＂big problems＂ ; （ e ） outside experts lead teacher-conducted research; and （d） paper publication becomes an indicator of teacher evaluation. This study reconsiders what ＂teacher as researcher＂ really means based on 17 SSCI literatures and reviews three existing views： （a） teacher as action researcher; （b） teacher as student researcher; and （e） teacher as formal researcher. This paper also rethinks the conflict of curriculum paradigms and the obscure of professional conception behind different views above. On this basis, this paper suggests that in order to respond to the misunderstanding and dilemma teacher-conducted research is faced, we should define the boundary of teaching as a profession and reconsider curriculum paradigm to evaluate teacher-conducted research reasonably.