从数据到证据:数据运用如何影响教师专业学习

From “Data” to “Evidence”: How Data Use Influences Teacher’s Professional Learning

宏观取向的数据运用是指政策制定者或研究者通过收集大规模的学生考试数据来评估学校和教师。这种取向往往把教师视为数据评估和干预的客体。微观取向的数据运用观则将教师视为数据运用的主体,强调让教师参与数据的设计、收集和运用过程。教师合理运用实践数据,能够促进教师专业学习,提升科学研究素养。数据本身是中性的,教师能否将数据转化为证据以改善实践,这一过程受到诸多因素的影响。本研究通过一个典型个案,分析了名师工作室中教师与数据的互动过程。研究归纳了教师参与数据运用的六个阶段:初识数据的无感者与积极者,数据源于并指向"真"问题,设计"拿得出手"的数据工具,数据分析要"有一分数据说一分话",数据结果运用要"用证据说话",数据运用对教师学习的持续影响。研究进一步分析了个人、人际及结构性因素如何影响教师与数据的互动过程。该研究结果对促进教师专业学习、改进学校及区域科研结构都有一定的启发。

Traditionally, policymakers or researchers treat data simply as large-scale assessment data which is frequently used to improve student achievement. This macro perspective of data use considers teachers as the object of data evaluation or intervention. Micro-process perspective on data use has drawn much attention in recent educational studies, which emphasized teachers as the subject of data use. Teachers’ participation in the design, collection and use of data can shape teachers’ professional learning. However, few studies have explored teachers’ interactions with data use, and how data can be properly used to influence practice. This qualitative case study analyzed the process of teacher’s data use in a Master Teacher Studio. The results showed six phases of teachers’ data use: insensitive or active when encountering data;data directed by "authentic" problems;designing valid tools to collect data;results analysis based on limited data;using data as evidence in practice;data continuously influencing teachers’ learning. The study further analyzed how intrapersonal, interpersonal, and structural factors influence teachers’ data use. Implications for teachers’ data use and teacher professional learning are discussed.