摘要
针对“卓越教师”培养基于证据的实践欠缺,以及教师“所采用的理论”与“所倡导的理论”普遍不一致的现状,开展了教学主张提炼的循证研究.研究始终贯穿“循证实践”的理念和模式.构建的研修框架EB-PSPR是在学习理论指导下,借鉴“循证实践”理念及其研究成果,并在研修中不断完善形成的.教学主张提炼的研修目标从3个视角循证;每位研修者经历了循证提炼教学主张的完整过程,此过程整合了教育者、研修者的专业智慧与最佳可用的教育教学理论.以4位中学数学教师分别在数学概念、公式、习题及复习课教学主张提炼的“循证实践”为例,表明以EB-PSPR框架实施循证研修推动了研修者“所采用的理论”与“所倡导的理论”的融合,深化了“循证实践”的观念,教研能力和教师领导力得以进阶.
Owing to the lack of evidence-based practice on the cultivation of“Distinguished Teachers”and the current status of the general inconsistency between the“adopted theory”and“advocated theory”applied by teachers,evidence-based research on the refinement of teaching propositions was carried out.The concept and mode of“evidence-based practice”runs through the research all the times.The EB-PSPR research framework is formed,under the guidance of learning theory,drawing on the concept of“evidence-based practice”and its research results,and is constantly improved during the research.The research goal of teaching proposition refinement is to make evidence-based verification from three perspectives.Each trainee has gone through a complete process of evidence-based refinement of teaching propositions,which integrates the professional wisdom of educators and trainees with the best available educational and teaching theories.Taking the“evidence-based practice”of four middle school mathematics teachers in their teaching of mathematical concepts,formulas,exercises and review courses as examples,it shows that process of“evidence-based practice”research under EB-PSPR framework can promote the integration of“adopted theory”and“advocated theory”,deepen the concept of“evidence-based practice”,and improve the teaching and research ability and teacher leadership.
作者
伍春兰
WU Chun-lan(Mathematical Department,Beijing Institute of Education,Beijing 100120,China)
出处
《数学教育学报》
CSSCI
北大核心
2022年第4期38-43,共6页
Journal of Mathematics Education
基金
国家社科基金教育学重点课题--教师核心素养和能力建设研究(AFA170008)。
关键词
卓越教师
循证实践
教学主张
distinguished teachers
evidence-based practice
teaching propositions
