“教师成为研究者”在新加坡基础教育中的实现--基于WALS 2019年年会报告论文的NVIVO分析

The Realization of“Teachers as Researchers”in Singapore’s Basic Education--NVIVO Analysis Based on the Papers of the Annual Meeting 2019 of WALS

在2019年世界课例研究大会上,亚洲教育强国新加坡提交论文数量总排名第三,仅居日本和瑞典之后。但在论文报告机构的丰富性方面,新加坡排名跃居第一,尤其是基础教育教师参与研究的比例在与会各国及地区中遥遥领先,可谓“教师成为研究者”的典范。借助NVIVO 12.0分析软件,从论文报告机构与学科分布、课例研究主题、课例研究方法等分析来自新加坡中小学一线教师的研究实例,发现其研究重视学生独立思考和思维力的培养、注重教师合作和发展共同体的建设、聚焦教与学中的实际困难,开展课例研究的方法则涉及变易理论指导下的学习研究法、遵从解释学研究范式的人种志法和参与式观察法。

At the 2019 World Association of Lesson Study Annual Conference,Singapore,as a powerful Asian education country,ranked the third in the number of papers submitted,behind only Japan and Sweden.However,in terms of the richness of paper publishing institutions,it ranked the first,especially the research from front-line teachers in primary and secondary schools,which is far ahead in the number.It can be seen as“the teacher as researchers”model.With the help of NVIVO 12.0 analysis software and based on relevant literature,this study summarizes and explores the characteristics of its lesson study from several aspects such as paper reporting institutions and subject distribution,research topics,research methods,submitted by Singapore.It is found that this research attaches importance to the cultivation of students’independent thinking and thinking ability,pay attention to the construction of teachers’cooperation and development community,and focuses on the practical difficulties in teaching and learning.The methods of conducting lesson study involve the study under the guidance of the theory of change,ethnography following the paradigmof hermeneutics and participatory observation.