教师作业设计改进:应然性与实然性互动的视角

Improvement of Teachers’Homework Design:From the Perspective of Interaction Between Subjective Opinions and Objective Facts

从应然性和实然性两个角度考察教师作业设计的观念与实践,有助于理解教师作业设计实践及其发生机理。研究以一个作业设计主题跨区域教师研修活动为情境,采用基于探索性时序设计的混合研究方法,对教师作业设计资料进行分析。首先建立了包括知识观、学生观、学习观、教师观四个维度的教师作业设计应然性观念体系,随后以此为分析框架分析当前教师作业设计的实然性状态,并发现教师作业设计的应然性观念和实然性状态之间存在着多重互动:对于作业设计的梯度分层、高阶认知和多元感知特征,教师的应然性观念和实然性状态呈现出适度匹配;对于作业设计的知识拓展、知识整合、团队协作特征,教师的应然性观念和实然性状态呈现出缺位匹配;对于作业设计的自主选择特征,教师的应然性观念和实然性状态呈现出错位失配。缺位匹配和错位失配状态反映了教师作业设计的薄弱环节,这为教师作业设计改进提供了聚焦方向:树立“整合而非单一”的作业设计理念,通过作业引导学生在非正式学习中合作,给予学生选择空间、培养学生选择能力。

Examining the teachers’subjective opinions and objective states about homework design is conducive to understanding teachers’homework design practice and its occurrence mechanism.Based on a cross-regional teacher training activity with the theme of homework design,this study adopted the exploratory-sequential-design mixed research method to analyze teachers’homework design data.First,teachers’subjective opinion system of homework design was established,including four dimensions:knowledge,students,learning,and teachers;then this system was used as the analysis framework to analyze the objective states of teachers’homework design and found multiple types of interaction existed between teachers’subjective opinions and objective states.For the stratification,high-order cognition,and multimodal perception of homework design,teachers’subjective opinions and objective states were both at a high level and thus matched.For the knowledge expansion,knowledge integration,and teamwork of homework design,teachers’subjective opinions and objective states were both at a low level and thus matched.For the independent choice characteristics of homework design,teachers’subjective opinions are at a high level while objective states are at a low level,thus not matched.The low-low matched and high-low mismatched states reflected the weak point of teachers’homework design,which provides focus directions for improving teachers’homework design:establishing the“integrative rather than single”subjective opinion about homework design,guiding students to cooperate in informal learning through homework,providing students with choice space,and cultivating their choice ability.