智慧课堂实验室支持下的教师教学能力发展实证研究

An Empirical Research on Teachers' Teaching Ability Development Supported by the Smart Classroom Laboratory

心理学相关研究指出,教师教学能力的发展可以通过恰当的干预实现。基于设计研究DBR的思路,文章以智慧课堂实验室为研究的环境基础,设计和实施多轮次迭代的教学研究活动。对教学中师生互动、教师同侪互动等行为进行多角度的实证考察与分析,发现合适的教学内容、技术工具以及教研共同体协作等变化引起的迭代干预,能够促进教师教学行为的改善和实践教学知识的建构,促进教学能力的提高。文章还指出,以智慧课堂实验室为代表的技术人造物形成的干预性反思,是促进教师教学能力发展的有效方式。

Some relative research of Psychology points out that the teachers＇ teaching ability can be developed by appropriate intervention. Drawing design idea of DBR, based on smart classroom laboratory, designing and implementing the teaching research activities in multiple rounds of iteration, the paper conducted the empirical analysis on the interaction behaviors between teachers and students, and peer interaction, and the result shown that the iterative interference induced by the appropriate changing of teaching content, technical tool and research community collaboration can promote the improvement of teachers＇ teaching behavior and construction of practical teaching knowledge, improve teaching ability.The research also pointed out that the interventional reflection based on the technical artifact, which was represented by smart classroom laboratory, can be an important way to promote teachers＇ teaching ability development.