校本教研对教师专业发展的影响研究——基于北京市S小学的个案调查

Effects of School-based Teaching Research on Development of Teacher Professionalism: a Case Study of S School in Beijing

采用质性研究方法,以北京市S小学为个案,探讨复杂学校情境中的校本教研运行机制,及其对教师专业发展形成的影响。研究发现,在校本教研中,"自下而上"确定教研主题是国家课程标准牵引下的专业自主;领导教师的专业示范与全体教师的共同参与是兼顾公平与效率的资源共享;观课、评课的精细化操作让教师教学过程透明后,也陷入去技能化的危机;教研员的专业引领与本校教师的共同协商徘徊在技术反思与慎思反思的层次,也让教师的实践性知识受到"冷落"。在S小学的校本教研中,教师通过社会文化制度层面、人际层面以及个人层面的学习促进了专业发展,但也受到权威导向、效率管理、实用取向的限制。

Employing qualitative research method, this study chooses S school as the case to inquiry the operation mechanism of school-based teaching research,and the effects on teacher professionalism. It is found that, in school-based teaching research, the ＂down-top＂ way to decide research theme is the professional autonomy guided by the national curriculum standards; with the demonstration from leading teacher and the co- participation of all the teachers, resource is shared at a balance between fairness and efficiency; accurate management in classroom observation and evaluation make the teaching process transparent, but also the leading teachers are liable to fall into the danger of deskill; the professional guidance from teaching and research staff, and the negotiation of teachers are hovering around the level of technical and deliberate reflection,and also make teachers＇ practical knowledge being neglected. In the school-based teaching research in S school, through participation in study on the level of sociocultural system, interpersonal plane ,and the personal plane, while teachers achieve professionalism, they are also get stuck in the restriction from authority orientation, efficiency management, and pragmatism.