数据素养:教研员提升教研效能的新路径

教研员作为中国基础教育阶段教学质量的核心保障者,承担着研究、指导、服务的专业职责。随着大数据技术的兴起与普及,教学和学习模式发生了深刻变革,社会对教研员的专业素养提出了更为严苛的要求。在此背景下,数据素养成为教研员提升其教研效能的新路径。本研究以理论演绎为基础,剖析教研员数据使用的基本流程,并结合教研员核心业务场景进行案例分析,旨在为教研员的数据素养提升提供理论支撑和实践参考。

以“小分队视导”提高区域教研效能的实践与思考

＂小分队视导＂有别于传统教学视导,用相对集中的经验优势有效解决了当前区域教研存在的问题。介绍了＂小分队＂的组建与工作流程、＂小分队视导＂的意义,用具体案例阐述了＂小分队视导＂提高区域教研效能的实践与探索。

校本教研在小学教师培养中的研究与实践

校本教研是以教师为主体、立足本校、促进教师专业成长的一种有效的教学研究活动,对小学教师的培养具有重要意义。但当今小学校本教研存在着校本教研流于形式、教师主体意识不强、对校本教研没有准确认知、校本教研制度不完善、校本教研中缺少引领型骨干教师等问题。本文通过原因分析,提出具体措施,旨在提高校本教研效能,实现学校和教师的可持续发展。

基于大数据支持的乡村教师区域教研共同体模式构建初探

大数据的出现将会对乡村教师区域教研共同体发展产生极大影响,改变共同体名不副实、组织不畅、动力不足、效能低下等现存问题。通过数据联通、技能支持、管理支持、资源支持、数据分析、反馈支持的大数据环境实现教研室教研、学校督研、共同体助研的高效教研模式。其运转机制是:大数据联通,构筑虚实结合学习社区;三主体分工,大数据驱动深度教研;闭环运行,大数据反馈,面际强化学校效果。其精准教研的策略为:共同体组织运行策略、数据采集和存储策略、学习者学习行为分析策略和学习测评反馈策略。

“具身教研”: 提升教研组的教研机能

“具身教研”引申自心理学研究领域中的“具身认知”,它通过让教师在“做”中养成教研习惯,使教研融入教师的教学生活,通过主题式教研活动,拓展教研的广度与深度,通过明确教研组的责任、创新教研组的管理机制,保障和促进教研的效能提升,进而提升教研组的教研机能。

Emerging Research Efficacy Through Scaffolded Research Practice: An EFL Preservice Teacher Autobiographical Narrative

EFL preservice teachers ’ research efficacy, as perceived competence to perform tasks in research, is crucial to their research engagement. This autobiographical narrative inquiry investigates the contribution of scaffolded research practice to a female EFL preservice teacher ’s research efficacy.The data were collected through conversations, notes, journals, and portfolios. The findings suggest that teacher research efficacy was pliable through scaffolded research practice. It emerged gradually over time, in different places with social and personal interaction. The factors contributing to the emerging research efficacy were: teacher educators ’ support, peers ’ support,and research participation. The study sheds light on teacher educators and EFL preservice teachers,with the intention of establishing an inquiry-based pedagogy for M.Ed. programs.

Research Methods of Computer-assisted Second Language Acquisition

In this paper, the author presents an overview of the history and trends of the Research Methods in Second Language Acquisition in recent years; and then, combining the present situation in China, indicates that the approach of Action Research will be the future trend in research on Computer Assisted Second Language Acquisition （CASLA）. To explain the author＇s viewpoint, this paper firstly sets out to describe the author＇s understanding of the Research Methods in Second Language Acquisition （SLA）, and then the comprehension of Action Research in CASLA.