摘要
基于扎根理论的方法对105份师范生教育叙事文本进行编码,将师范生眼中的“好课”特征聚类为教学结构、学生学习、共同体交互、课堂文化、教师教导、教学成效6个一级节点,涵盖师生互动导学等19个二级节点。结果表明,师范生对课堂教学的认识呈多元化、综合化的良好态势,但亦存在重外显轻内隐、重师生轻生生、重认识轻建构的观察偏向。基于此,有必要以多模态数据帮助其理解“好课”真貌,以叙事教育法培养其践行“好课”信念。
Based on the method of grounded theory,105 pre-service teachers’educational narratives are encoded.The characteristics of“outstanding class”in the eyes of pre-service teachers can be clustered into six first-level nodes,including teaching structure,student learning,community interaction,class culture,teacher teaching,learning achievement,and 19 second-level nodes,including teacher-student interaction and guid⁃ance.The result shows that pre-service teachers present a good situation of diversified and integrated under⁃standing of classroom teaching.However,there is also an observation tendency of emphasizing exigency over im⁃plicity,emphasizing teacher-student interaction over student-student interaction,and emphasizing cognition over construction.Based on this,it is necessary to use multimodal data to help them understand the true appear⁃ance of“outstanding class”,and cultivate their belief in practicing“outstanding class”with narrative education method.
出处
《高教发展与评估》
北大核心
2023年第6期76-88,I0006,共14页
Higher Education Development and Evaluation
基金
江苏省高校哲学社会科学研究项目“教师资格证国考背景下高师公共教育学课程的现状与改革研究”(2020SJA0595)
江苏第二师范学院教学改革研究项目“深度学习视域下公共教育学课程‘金课’建设的探索与实践”(JSSNUJXGG2021QN02)。
关键词
师范生
课程改革
教育叙事
课堂教学
教师教育
pre-service teachers
curriculum reform
educational narrative
classroom teaching
teacher education
