教师教育课程学习共同体的行动叙事

Action Narrative on the Learning Community of Curriculum in the Teacher Education

本研究以一门教师教育课程为行动案例,以教师教育课程学习者为研究对象,遵循问题诊断、行动改善、实践反思的研究路径。第一轮教学实践通过访谈和观察探究教师教育课程学习者的静默文化和身份模糊危机、教育者的观念悖反与实践失准问题。第二轮教学实践在问题诊断的基础上,从制度安排、组织方式和实践模式三个角度,以契约学习、合作学习和混合学习为实践案例,阐释教师教育课程学习共同体在教学实践中的行动过程。通过学习者的评价反馈,叩问实践中混合学习的组织实施效果,反思教师教育课程学习共同体的实践价值和改进空间。

This study, taking a specific course of the teacher education as an action case and the learners as the research objects, explored the research path of problem diagnosis, action improvement and practice reflection. In the first round of teaching practice, through interviews and observations, the students＇ silent culture and identity ambiguity crisis, and the educators＇ concept contradiction and practical misalignment problem were discussed. The second round of teaching practice is the case study of contract learning, cooperative learning and blended learning, illustrating the teaching practice process of the learning community of curriculum in the teacher education. Through the feedback of learners＇ evaluation, the effect of organization and implementation of blended learning in practice was discussed, and the practical value and improvement space of the learning community of curriculum in the teacher education were reflected.