校本教研教师弱参与:内涵、表现及其消极影响

The Connotation,Forms and Negative Effects of Teachers’ Weak Participation in School-Based Teaching Research

校本教研是保障与提升教师专业化水平与课堂教学质量的重要举措。实践中,由于一些学校领导与教师对校本教研理解不深刻、重视程度不够,导致在校本教研中被动点卯式参与、感性直觉式参与、表扬赞赏式参与以及示范表演式参与等教师弱参与的形成。校本教研中的教师弱参与会涣散学校教研组织士气、消解教师专业交流的意义、遮掩与回避教学实践问题以及脱离教师常规教学能力水平。正确认识与理解教师弱参与的表现形式及其消极影响对于中小学改善校本教研教师弱参与,提升校本教研水平及质量具有重要意义。

School-based teaching research is an effective way of promoting teachers’ professional development and improving teaching quality. However, some school leaders and teachers lack a thorough understanding of and pay insufficient attention to it. Which resulted in teachers’ weak participation in school-based teaching research. There are four forms of weak participation: passive and perfunctory participation, perceptual and intuitive participation, flattery and overdone praise participation, and performance participation. The teacher’s weak participation has several negative effects. Firstly, it brings down the morale of teaching research groups. Secondly, it renders teachers’ professional communication worthless. Moreover, it ignores teaching practice problems and fails to meet teachers’ conventional teaching abilities. A proper understanding of the manifestations and negative effects of teachers’ weak participation is of great significance to enhance the engagement of teachers and improve the quality of school-based teaching research.