数学教师合作学习的理论与实践之比较分析

A Comparative Study of Theory and Practice of Mathematics Teacher Collaborative Learning

运用Boylan等选取的关于教师信念与实践之间关系的学习模式分析框架,选取中国内地、中国香港,以及美国的3个典型教师合作式学习模式,从学习模式的主要要素及其关系、相关的学习理论,以及研究方法与实践操作等方面做深入的比较分析.主要结论如下:第一,3个合作式学习模式的理论支撑都是参考一般化的学习理论(并非针对数学学科教学),研究的聚焦点都是考察教师学科专业知识的习得与课堂教学行为改进间的关系.第二,都混合了不同的研究方法以调动多种不同研究思维方式、方法的互动与融合.这一比较分析对于丰富中国本土数学教师合作学习的理论研究与实践具有3个方面的意义:(1)重视对中西方不同研究思维方式、方法的理解与运用;(2)反思教师合作学习模式应聚焦“谁的知识”的问题;(3)数学教师合作式教学研修及其研究是否需要强调其学科独有的默会知识?如何重视对其在本土文化社会情境的哲学范式层面的理论探索.这对中国建设有鲜明本土特色的数学教师教育研究的哲思体系与理论有着重大的意义.

This paper examines the key components and their relationship,theoretical basis,and research methods and operations in three selected models of mathematics teachers’collaboration and learning(MTCL)from Boylan et al.’s(2018)analytical framework of teacher professional learning models:the action-education model,the learning study model,and a community-centered model for teacher learning.The analysis shows that the design of the three models is largely based on general learning theories and ideas(not specific theories of mathematics subject teaching and learning).Noticeably,researchers have concentrated on the relationship between the nature of mathematics teachers’professional knowledge for/in teaching and classroom practice to interpret teachers’learning and changes.Moreover,researchers have applied multiple thinking processes underlying the interactions of different research methods in the three models.This comparative analysis highlights three significant aspects of developing Chinese mathematics teacher education theory and practice:(1)researchers and teacher educators in China need to be aware of differing ways of thinking and alternative research methods between China and overseas.(2)Research of MTCL needs to make clear whose knowledge is emphasized in MTCL.(3)Is it necessary to address the uniqueness of the tacit knowledge used in teaching mathematics in MTCL?It is important to explicitly consider the philosophical paradigms used in theorizing MTCL in China.