课程与教学创新的学校组织氛围研究——以一所项目式学习特色校为个案

A Research on School Climate of Curriculum and Teaching Innovation:Take a Project-based Learning Characteristic School as a Case

项目式学习正在成为学校课程与教学变革的重要路径,教师开展项目式学习是创新教学行动的体现。本研究选取一所全面开展项目式学习的Y小学作为典型个案,采用混合研究中的解释性序列方法,探究学校助推教师开展项目式学习的要素。研究发现,教师开展项目式学习受到学校关系网络、管理规则和教师认同的影响。链式中介模型显示,在关系网络对教师教学效能的影响中,管理规则具有完全中介效应。尽管教师认同无法单独产生中介效应,但当管理规则作为中介时,教师认同可以增强教师的教学效能。基于场域理论,本研究进一步讨论了“行政—专业”混合取向的分布式领导、跨界邀请学习氛围以及反思性选择对教师开展项目式学习的影响。研究结果对提升学校课程与教学创新的有效性,建构支持教师开展项目式学习的学校组织氛围有启示作用。

Project-based learning is emerging as a key strategy for curriculum and teaching reform in schools.Teachers’implement of project-based learning(TI-PBL)is one example of innovative teaching practices.This study takes a primary school that has conducted project-based learning as a case,adopts the explanatory sequence method in mixed research,and investigates the elements that schools use to encourage teachers to implement project-based learning.Qualitative research results shows that TI-PBL is affected by school relationship network,management rules,and teacher identity.In quantitative research,the chain mediation model demonstrates that management rules completely mediate the effects of relational networks on teachers’teaching effectiveness.Although teacher identification by itself is unable to provide a mediating impact,teacher identity can improve teachers’instructional efficacy when management rules serve as a mediator.Based on the field theory,the study further analyzes how cross-boundary invitational learning,administrative-professional distributed leadership and reflective choices on teachers influence TI-PBL.Implications for improving the effectiveness of school curriculum and teaching reforms and establishing a school climate that promotes TI-PBL are discussed.