革新实验室的原理、案例、模型与教育应用展望——拓展性学习方法论的创新

革新实验室是帮助群体或组织应对危机、发展实践的形成性干预方法,也是一套基于拓展性学习理论的群体实践创新方法论。作为革新实验室的核心特征,形成性干预主张实践者的自我革新和研究者的引导作用,以促成实验群体对新实践的创造。从抽象上升到具体和双重刺激法是革新实验室的两大基本原理,对应生殖细胞、镜像材料、多样化工具等重要实验手段,发挥言语锚定、反思激发、能动性培养、工具创造等关键作用。革新实验室的全球应用覆盖六大洲的19个国家和地区,主要在教育培训、医疗保健、农业生态、社会管理等四大领域发挥作用。基于维尔库宁四分类模型所提出的蛛网坐标分类模型,革新实验室按照专用与非专用、跨界与非跨界,划分为内部常规革新实验室、内部专用革新实验室、跨界常规革新实验室和跨界专用革新实验室。“相关环”可用于标识具体革新问题。蛛网坐标转化模型则阐释了革新实验室实施过程中可能的类型和问题转化方向。未来,革新实验室可在家校社协同育人、教师培训、农民学习等领域尝试本土化应用。

借鉴与纾解:芬兰“学校运动计划”的特征及启示

“学校运动计划”为享誉全球的芬兰教育做出了重要贡献,它是推动芬兰学生体育锻炼和文化学习协调发展的重要行动抓手,对我国新时代“体教融合”和“双减”政策背景下学校体育发展有重要借鉴与启示作用。文章通过对芬兰“学校运动计划”进行系统梳理和深入分析,全面总结了该计划的“体育文化营造、优质师资培养、体育活动拓展”3大内核要素,其整体特点体现为:(1)幼儿早期运动干预体系的靶向性;(2)网格化联动管理机制的全员性;(3)体育教师培养模式的专业性;(4)学校体育评估监测机制的系统性。在此基础上,借鉴芬兰“学校运动计划”经验,对新时代我国学校体育发展提出如下启示:(1)课程延伸:重视幼儿体育发展,推动学校体育关口前移;(2)多方联动:加强体育环境建设,实施综合性体育健康促进行动;(3)角色重塑:注重培养研究型教师,打造学校体育智力引擎;(4)技术赋能:探索体育增值评价,构建智能化评价生态体系。

Fulfilling Set Objectives:A Case Study of Teacher Development in Two Primary Schools in Beijing

Purpose:This study aims to reveal the recent characteristics of school-based teacher development(STD)in China since it is perceived as a key measure to achieve success in raising educational quality in the country.Design/Approach/Methods:A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing was used.Findings:Through the lens of cultural-historical activity theory(CHAT),it was observed that the objectives adaptation of teacher communities was made under the control of the District Education Bureau.STD provides the venue for ordinary teachers to learn,understand,and implement the teaching initiatives promoted by the district.Teacher communities at school level therefore implement continuous professional development initiatives promoted by Education Bureau teaching research officers.Originality/Value:This article argues that the administrative style of local government affected teacher community’s object,rules,and division of labor.It also contributes an indigenous interpretation of the CHAT theory.