预设的学习轨迹转化为课堂实践的课例研究——以相等分数为例

Transition from a Hypothetical Learning Trajectory to Classroom Practice through Lesson Study:A Case of Teaching Equivalent Fractions

理论到实践的转化一直是教育领域努力探索的问题.课例研究被认为是解决这一问题的有效途径.以跨界学习中的边界对象作为分析工具,通过边界对象的生成和变化,展现预设的学习轨迹转化为课堂实践的历程.研究发现:(1)研究课是预设的学习轨迹转化为课堂实践的有效动力;(2)跨越边界的中介者(教师、研究者)是实现转化的关键要素;(3)关注学生的学习是理论转化为实践的主要目标.

Linking theory to practice is a long-standing unsolved issue in the field of education.Lesson study is considered to be an effective way to address this problem.This study used the boundary objects in boundary crossing learning as an analytical tool to show how a learning trajectory can be utilized to improve classroom practice through the generation and refinement of boundary objects.The study indicated that:(1)Implementing research-oriented classroom teaching is an effective driving force to promote the transition from theory to practice;(2)brokers(teachers,researchers)across the boundary are the key elements to make the transition;and(3)attention to students’learning is the most important goal of making the transition from theory to practice.