教师协同课例研修中的知识建构行为模式分析

Analysis on Teachers’ Behavioral Patterns of Knowledge Construction in Collaborative Lesson Study

课例研修是提升教师教学设计能力、打造优秀课例的有效手段之一。为探究教师协同课例研修中的知识建构行为模式,文章以参加“增强现实(AR)和初中化学教学融合”课例研修的31名成员为研究对象,探究了研修过程中的知识建构行为模式转换特征。通过滞后序列分析(LSA)发现:(1)在活动前期,教师知识建构的显著性行为序列以低层次序列为主;(2)随着研修活动的推进以及知识建构的深入,高层次的显著性行为序列比较突出;(3)主持人在协同课例研修中起到了促进教师知识建构的核心作用。最后,文章讨论了教师协作学习与交互以及知识建构理论对课例研修的支持作用,并从“聚焦智能时代教师专业发展需求”“规范研修过程的组织和管理”“有效利用研修伴随式数据”三个方面为提高课例研修中教师知识建构水平提出策略建议。

Lesson study is one of the effective means to improve teachers’ teaching design ability and create excellent lessons.In order to explore teachers’ behavioral patterns of knowledge construction in collaborative lesson study,this paper takes 31 teachers as the research subjects,who participate the "integration of augmented reality(AR) and junior high school chemistry teaching" lesson study,and investigate the transformation characteristics of teachers’ behavioral patterns in knowledge construction in collaborative lesson study.Through lag sequential analysis(LSA),it is found that:(1) in the early stage of the activity,the sequence of significant behaviors in teachers’ knowledge construction is mainly at the lower level.(2) With the advancement of training activities and the deepening of knowledge construction,the higher-level significant behavioral sequences are more prominent.(3) The host plays key roles in promoting teachers’ knowledge construction in collaborative lesson study.Finally,this paper discusses the role of teachers’ collaborative learning and interaction and knowledge construction theories in supporting lesson study.It also puts forward the strategies for improving teachers’ knowledge construction in lesson study in terms of focusing on teachers’ professional development needs in the intelligent era,standardizing the organization and management of lesson study and effectively using the accompanying data of lesson study.