结构化理论下研究生小组合作探究式学习的教学模式构建

The Construction of Teaching Model of Group Cooperative Inquiry Learning for Graduate Students Based on the Structuration Theory

教育硕士专业学位培养的是未来学校的师资主力军,构建符合未来学校教师培养的课改势在必行。运用结构化理论将其迁移至研究生的培养,具有实践的可行价值。研究以《教育测量与评价》这门课程为例,通过研究生的实证访谈,验证了小组合作探究式学习的教学模式是可行的,且助益于未来教师的教学发展。然而该模式仍有改进空间,诸如增加小组合作探究的多维度评价,适当采用组内任务的轮换或协作机制,及时调整不合理分组及任务导向,从而保障小组的顺利合作探究。

Master of Education degree programs aim to prepare teachers for future schools,and it is imperative to construct the curriculum that conforms to the cultivation of teachers for future schools.Applying the Structuration Theory to the training of graduate studentsis of practical value.Taking the course Educational Measurement and Evaluation as an example,this paper verifies that the teaching model of group cooperative inquiry learning is feasible and beneficial to the development of future teachers through empirical interviews with graduate students.However,there is still room for improvement in this model,such as adopting multi-dimensional evaluation of group cooperative inquiry,appropriate use of the task rotation or collaboration mechanism within the group,and timely adjustment of unreasonable grouping and task orientation so as to ensure the group cooperative inquiry goes on smoothly.