中小学教师教研模仿:价值意蕴、实践误区与匡正路径

Teaching Research Imitation of Primary and Secondary School Teachers:Value Implication,Practice Misunderstanding and Correction Path

中小学教师教研模仿是新时代教研工作的有机组成部分,有着独特的价值意蕴。受多种因素影响,教研模仿实践中常出现被迫模仿、失实模仿、表层模仿、机械的克隆型模仿和他主的工具型模仿等不同样态的误区,由此带来诸多弊端。为有效发挥中小学教师教研模仿的价值意蕴,推进课堂教学的高质量发展,需要从以下几个方面进行改进:注重提升模仿的主体自觉,实现教研模仿的意愿转变;积极培育正确的模仿思维,充分释放教研模仿的“生产力”;理性择取适切的模仿对象,增强教研模仿的情感认同;主动推进与模仿对象的深层交往,激活愉悦的教研模仿体验;持续聚焦模仿的反思品质,着实提高教研模仿成效。

Teaching research imitation is the basic learning style for teachers in primary and secondary school to engage in teaching research.It is an organic part of teaching research in the new era with unique value implication.In practice,affected by factors,primary and secondary school teachers often have different types of practical misunderstanding such as passive imitation,inconsistent imitation,superficial imitation and stiff imitation.In order to effectively give full play to the value implication and promote high-quality development of classroom teaching,it is necessary to pay attention to improving the subject consciousness of imitation and realizing the willingness change of teaching research imitation,cultivating correct imitation thinking and activating the productivity of teaching research imitation,selecting appropriate imitative objects and enhancing emotional identity,promoting the deep interaction with imitation object and activating pleasant experience,and focusing on the reflection quality of imitation and improving the effectiveness of teaching research imitation.