摘要
现阶段我国中职学校的校本教研工作,由于没有可供参照的实践范式,实际效果并不理想。以社会学习理论、建构主义理论、情境认知理论、成人学习理论为基础构建的"问题导向"式校本教研模式,聚焦课堂教学实践中的问题,以教学问题为导向,以典型课例为载体,以课堂观察为主要方法,具备学校教育科研的基本特征,学校教师成为研究的主体,有效地把自我反思、同伴互助、专业引领三者紧密结合起来,"教师即研究者"得到较好地实现。
At present, there is no practice paradigm available as to the school-based teaching and research status of the secondary vocational schools in China. Therefore, the actual effect is far from ideal. Based on social learning theory, constructivism theory and situated cognition theory, the ＂problem-oriented＂ model focused on the problems in classroom teaching practice. Using typical teaching cases as the medium, classroom observation as the main method, teachers as the subject of research, this school-based teaching and research mode combined self-reflection, peer coaching and professional guide effectively and thus realized the concept＂teacher is researcher＂.
出处
《广州职业教育论坛》
2016年第2期10-15,共6页
Guangzhou Panyu Polytechnic
基金
中国职教学会教学工作委员会
中国职教学会教材工作委2015-2016年度教学改革与教材建设课题研究立项课题"中等职业学校问题导向式课例研究模式的实践与探索"(2015233)
关键词
校本教研
问题导向
课例
课堂观察
模式建构
school-based teaching and research
problem-oriented
lesson
classroom observations
model construction
