摘要
自2014年成立中英数学教师交流项目以来,已有评估报告显示英国教师的专业水平得到了长足的发展本研究在文化历史的视角下,以活动理论为概念框架,探索一位中国小学数学教师在项目中专业学习的发生过程。结果表明:第一,活动系统中共同体成员之间的互动引发的矛盾,使教师处于双重束缚的困境。教师则通过对历史和现实的分析,找到挣脱困境的跳板,建立了单元整体设计的新糢型;第二,不同文化背景下师生共同体之间的矛盾冲突,促使教师不断优化已有的变式模型,并尝试应用于不同文化的课堂,化解存在的矛盾。这些证据表明中英数学教师交流项目为中国教师同样提供了拓展性学习的机会,促进了教师个人实践性知识的发展。
Since the establishment of UK-China mathematics teacher exchange programme in 2014,the evaluation reports showed that the professional development of British teachers has made great progress.This study explored the professional learning of a Chinese primary school mathematics teacher's in the programme from the perspective of cultural-history and the conceptual framework of activity theory.The results showed that:Firstly,the contradiction by the interaction among the members of the community in the activity system made the teacher in a double bundling.Through analyzing the history and reality,the teacher found the springboard to break away from the duble bind and established a new model of unit-design;Secondly,the contradiction between the communities of teacher-students in different cultures push the teacher constantly to refine the existing variation model and try applying it into the classroom to resolve the existing contradiction in the different cultures.These evidences showed that the exchange programme between UK-China provided Chinese teachers with an opportunity of expansive learning and promoted the teachers'development of personal practical knowledge.
出处
《比较教育学报》
CSSCI
北大核心
2020年第1期146-160,共15页
Journal of Comparative Education
关键词
拓展性学习
教师实践性知识
中英数学教师交流
活动理论
Expansive learning
teacher practical knowledge
UK-China mathematics teacher exchange programme
activity theory