任务驱动式教师培训中的教师知识学习

Study on Teachers' Knowledge Learning in Task-driven Teacher Training

研究关注任务驱动式教师培训中教师知识学习的路径、内容和实施策略。研究发现,培训个案中教师知识在内化,转变,外化和习俗化几个阶段中循环发展。在"基于学科本质教学"的教学研究中,教师学科知识、学科教学知识、关于学生的知识和教育研究知识得到发展。而培训实践中设置的真实的教学任务,营造的协同竞争的氛围,以及对教师主体性和学习需求的尊重,进一步激发了教师参与学习的动机并提升教师学习的效率。

This study focus on teachers; knowledge learning route, content, and the implementation strat- egy in task-driven teacher training. According to the analysis , we found that, the learning route of teach- er knowledge include four stages, internalization, externalization, transformation and conventionaliza- tion. In the team research on instruction, which advocate the idea of ＂teaching based on the subject essence＂, this learning process help teachers to develop their subject matter knowledge, knowledge of learners, pedagogical content knowledge, knowledge of educational research. And the real teaching task consisting of the cooperation and competition between different inquiry teams, the respect to teachers＇ subjectivity and their study needs stimulate their motivation of engagement and learning in a further level, improve teachers＇ learning efficiency as well.