U-S数学教师合作共同体分析:活动理论视角

Analysis on the Community of U-S Mathematics Teacher Collaboration:The Perspective of Activity Theory

U-S合作是提升教师专业素养、促进教师专业发展的有效途径,其演变和发展的过程是数学教育界关注的话题.活动理论视角能揭示U-S教师合作共同体所属活动系统存在的矛盾,帮助理解合作共同体的形成过程.通过案例分析,得出几类矛盾及其产生的原因以及矛盾产生的来源:研究者建议与教师理解之间的偏差、研究者视角与教师视角存在差异,以及数学常态课与项目式学习教学之间的矛盾.基于活动理论,构建了U-S数学教师合作共同体运行机制的模型,并借此探寻化解和调和矛盾的有效途径.

U-S(University-School)collaboration is an effective way to improve teachers’professional quality and promote teachers’professional development.The process of its evolution and development is a topic of concern in mathematics education.The perspective of activity theory can reveal the contradictions existing in the activity system to which the U-S teacher cooperative community belongs and help to understand the formation process of the cooperative community.Through case analysis,several types of contradictions and their causes and sources are obtained:the deviation between researchers’suggestions and teachers’understanding,the difference of perspectives between researchers and teachers,and the contradiction between common mathematics class and project-based learning class.Based on activity theory,a model of the operation mechanism of the U-S mathematics teacher collaboration community is constructed,and an effective way to resolve and reconcile contradictions is explored.