课题研究引领骨干教师深度培育实证分析

The Empirical Analysis of Deep Cultivation of Backbone Teachers Under Project Research Leading

为更好地了解中小学骨干教师课题研究的现状,基于X市“名师工程”项目,对参与项目的骨干教师课题研究基本特征和研究过程中的转变体验进行分析。研究发现,骨干教师的课题研究特征鲜明,倾向选取课堂教学模式和策略类研究问题,倾向通过问卷和叙述方法进行资料收集,倾向使用质化方法进行资料分析。骨干教师在课题研究过程中经历了研究动机、研究能力和研究投入的转变,表现为价值认知偏差与抗拒心理的消减、选题与方法运用的规范性提升以及持续性研究意愿的形成。建议骨干教师加强研究“意识—行动”的深度学习,进一步强化名师项目的顶层设计和高效统筹,以使课题研究为卓越教师培养提供更有效的助力。

This paper focuses on exploring characteristics and transformation experience of backbone teachers based on"Outstanding Teacher Training Project"of X city,aiming to deeper understand status quo of project research on backbone teachers in primary and middle schools.The research result showed distinctive features of backbone teachers.They tend to select topics of classroom teaching modes and strategies,collect data by questionnaire and narration,and analyze data by qualitative analysis.In the process of research,backbone teachers experienced the shift in perception of research motivation,research competence and research investment,which is manifested as the reduction of value cognitive bias and resistance,the standardization of topic selection and method application,and the formation of continuous research intention.The research suggests backbone teachers should establish a deep transformation mechanism based on consciousness and action,the top-level design and efficient coordination of the project should be strengthened as well,so as to provide more effective support for the cultivation of outstanding teachers.