从“经历”向“能力”迁移:教师深度学习的影响要素及路径分析

Transfer from“Experience”to“Ability”:The Influencing Factors and path Analysis of Deep Learning for Teachers

党和国家历来高度重视教师工作。高质量教师是高质量教育发展的中坚力量。深度学习是教师高质量发展的关键路径之一,在不同发展阶段的教师群体中,深度学习状态也存在差异。该文分别聚焦新教师群体,关注外在干预下其形成的“深度学习经历”;聚焦骨干及特级教师群体,关注其自发形成的“深度学习能力”,并对14名不同发展阶段的教师进行访谈,依据扎根理论利用NVivo11辅助进行三级编码。通过研究发现时间、认知、情感等几个影响要素对教师深度学习具有重要影响,不同发展阶段教师在三个维度上也存在差异。该文基于上述分析提出了教师从“深度学习经历”向“深度学习能力”迁移的模型及路径,为进一步提高教师培养培训质量,提升中小学教师能力素质提供理论和实践依据。

The Party and the state have always attached great importance to teachers’work.High-quality teachers are the backbone of high-quality education development.In the process of teacher training,the services should be carried out in accordance with the law of teacher growth and development,and deep learning is one of the key paths for high-quality development of teachers.In different development stages of teacher groups,deep learning states are also different.This paper focuses on the group of new teachers,focusing on the“deep learning experience”formed by them under external intervention.Focusing on the backbone and special-class teachers,and paying attention to their“deep learning ability”which spontaneously formed,14 teachers of different development stages were interviewed.Based on the rooted theory,NVivo11 was used to assist the three-level coding.Through the research,it was found that several influencing factors,such as time,cognition and emotion,have an important impact on teachers’deep learning.Teachers in different development stages also have differences in the three dimensions.Based on the above analysis,this paper proposes the model and path of teachers’transfer from“deep learning experience”to“deep learning ability”,which provides theoretical and practical basis for further improving the quality of teacher training and overall improving the teaching ability and quality of primary and secondary school teachers.