摘要
致力于变革的形成性介入方法尝试超越教育研究中理论与实践的二分。源于苏俄文化历史学派的传统,以文化—历史活动理论和拓展性学习理论作为学理基础,形成性介入的实践策略体现为变革实验室中的九个介入元素和六个介入环节。以大学青年教师教学发展项目为例,形成性介入的方法引导研究者与实践者在介入过程中共同讨论、检验、实施与反思,在研究者与实践者协同的拓展性学习活动中,重构了大学青年教师对教学的认识并开发了提高教学效能的有效工具。形成性介入之于教育研究的方法论意义在于,从数据到行动、从经验到理论、从个体到集体的转型,进而通过实践的改变、概念的形成以及参与者主体性的创生,直指理论性抽象的变革潜力,成为教育研究的一种范式创新。
Focusing on change,formative interventions go beyond the dichotomy between theory and practice in educational research.Originating from the cultural-historical activity theories of Soviet and Russia and standing on the theoretical foundations of cultural-historical activity and expansive learning,formative interventions normally present nine interventionist elements and six-phase practical strategies in the Change Laboratory.Taking a program of developing initial university teachers’teaching competence as a case,formative interventions guide researchers and practitioners to co-discuss,examine,implement,and reflect on their practical issues.During the expansive learning process,initial university teachers reframed their understanding of university teaching and developed new tools for effective teaching.The methodological transition from data to actions,from experience to concepts,and from individuality to collectivity,leading to the transformative potential of theoretical abstraction,which implies that formative intervention is an innovative paradigm in educational research.
作者
魏戈
WEI Ge(College of Elementary Education,Capital Normal University,Beijing 100037,China)
出处
《教育学报》
CSSCI
北大核心
2023年第2期16-28,共13页
Journal of Educational Studies
基金
北京市社会科学基金项目“北京市‘双减’政策实施现状与长效机制研究”(项目编号:22JYC016)
首都师范大学教育学部标志性成果项目“教师实践性知识发展机制与行动介入研究”(项目编号:21530420006)成果。
关键词
形成性介入
方法论
文化—历史活动理论
拓展性学习
变革实验室
formative Interventions
methodology
cultural-historical activity theory
expansive learning
Change Laboratory
