聚焦教学决策:教师整体性课堂行为的观察路径

Focusing on Teaching-Decision: The Observation Way of the Holistic Classroom Behaviors of Teachers

教师课堂行为是显性与隐性的统一,这种整体性存在要求课堂观察者超越对教师行为的显性关注,进一步了解其隐性教学行为。囿于显性教师行为的课堂观察存在着观察内容的浅表化、观察中的对立思维、难以引发教师的深层反思等问题。课堂观察的"视思维"本质使了解教师隐性行为成为可能,这种了解可以通过聚焦教学决策这一教师行为中介来实现。聚焦教学决策的课堂行为观察以教师对教学事件的处理为核心,观察步骤包括观察者对教学事件的感知、教学问题解决的假想替代、教师教学决策的探察与合理性分析、教师之间的教学认识论互动等。

Teachers＇ classroom behavior is a combination of surface and latent behaviors, of which holistic existence require observers to pay close attention to the latent more than the surface teaching behaviors. If we are restricted by surface behavior observation, we may encounter questions such as superficial observation, opposite thinking on teaching evaluation and failing to stimulate teachers＇ deep reflection. The ＂visual thinking＂ feature of classroom observation makes it possible to understand the implicit behaviors of teachers. This understanding can be achieved by focusing on the teachers＇ teaching decision as behaviors intermediary. Observing teachers＇ teaching-decision may be constructed with focusing on the cognitive, social and ethical instructional events. The steps of classroom observation include judging instruction event; solving teaching problems by myself hypothetically; understanding teachers＇ teaching decision-making and inferring the basis and rationalities of teachers＇ decision-making; and interacting amongteachers on their teaching epistemology.