有效课例研究的基本特征及其认识论原理——兼析中国教学研究特色形成的问题

Basic Characteristics and Epistemological Principles of Effective Lesson Study and Analysis of the Formation of Chinese Teaching Research Characteristics

有效课例研究的基本特征及其认识论原理是个富有实践意义的研究论题。目前,国际上公认的有效课例研究模式是“三轮螺旋递进式”模式。在我国,“新基础教育”研究所创建的“前移后续式”课例模式在实践中运用了近20年,也充分证明其有效性。对比分析这两类课例研究模式,可发现有效课例研究模式的基本特征是:研究主题明确;多主体参与;坚持多步骤、长时段的研究过程;研究步骤之间是环环相扣的持续发展关系;且能产生知识创新的效果。同时可以发现两者的差异性:“三轮螺旋递进式”模式更注重多轮次研究和学生状态研究,“前移后续”模式更注重理念的指导性和大学或地方专业人员等“能人参与者”的指导,体现了教育传统的差异。其认识论原理在于这类研究模式符合缄默知识转化论的要求,遵循了SECI知识创新的规律。这些都启发我们如何认识中国教育教学研究特色创新的问题所在及未来努力方向。

It is a meaningful research topic to explore the characteristics and epistemological principles of an effective lesson study. At present, the internationally recognized effective lesson study model is “three spiral progressive” model. The “forward and subsequent” teaching model created by the research project of “new basic education” in China has been applied in practice for nearly 20 years, which also proves its effectiveness. To this end, we used the case study to compare and analyze the two types of lesson study modes. The results show the basic features of effective case studies as follows: clear research theme, multiple participants, multi-step and a long time research processes, the interlinked sustainable development relationship between the research steps, and the effect of knowledge innovation. The differences were also be found as follows: the “three-round” mode attending to multi-round research and student status research, the “forward and subsequent” mode paying more attention to guidance of ideas and participatory guidance of university or local professionals, which is the embodiment of traditional differences in education. The epistemological principle lies in that this kind of research model conforms to the Tacit Knowledge Transformation Theory and follows the rules of SECI knowledge innovation, which helps us to understand the problems and future directions of Chinese education and teaching characteristic innovation.