摘要
双师课堂为促进义务教育优质均衡发展提供了新契机。然而,当前双师课堂中却出现了乡村教师消极应对、排斥参与等问题。已有研究主要从传统“单师”课堂的视角进行审视,忽视了双师课堂中“双师”教学主体的特殊性,也忽视了因其教学样态的特殊性而应构建新理论的研究需求。扎根理论能够根植于真实的教育现象,从中生成贴合研究情境的本土化理论,有助于深入探索乡村教师持续参与双师课堂的影响因素及其内在关系。对35名乡村教师半结构化访谈进行扎根理论分析发现,乡村教师持续参与双师课堂受到三类因素的综合影响:政策规制和条件支持是影响乡村教师持续参与双师课堂的环境因素,城乡教师权责划分和教学教研活动设计是影响乡村教师持续参与双师课堂的活动因素,努力期望、个人绩效期望和感知学生学业成效是影响乡村教师持续参与双师课堂的心理因素,且部分影响因素之间存在相互作用。综合考虑各影响因素及其作用路径,可通过国家政策助推和绩效导向驱动提升乡村教师“获得感”,以条件支持托举和动态需求匹配减轻乡村教师“负担感”,以权责制度重塑和教学教研活动共建改善乡村教师“参与感”,促进乡村教师持续参与双师课堂。
The dual-teacher classroom provides new opportunities to improve the high-quality and balanced development of compulsory education.However,the problems such as rural teachers’passive response and exclusion from participation has currently emerged in the dual-teacher classroom.In response to these problems,existing research is mainly from the perspective of traditional“single-teacher”classroom,neglecting the specificity of the“dual-teacher”teaching subject,and the needs to construct new theories due to the specificity of its teaching pattern.Grounded theory can be rooted in real educational phenomena and generate localized theories to fit the context.It is helpful to deeply explore the influencing factors of rural teachers’continuous participation in dual-teacher classroom and their interaction relationships.Based on the grounded theory,semi-structured interviews with 35 rural teachers are conducted.It is found that three types of factors influence rural teachers to continue participating in dual-teacher classroom.Policy regulation and conditional support are environmental factors.Division of rights and responsibilities for urban and rural teachers and teaching and research activities design are activities factors.Effort expectancy,personal performance expectancy and perceived student academic performance are psychology factors.And some of these influencing factors interact with each other.Comprehensively considering the influencing factors and their pathways,the following measures can be taken to promote rural teachers to continue participating in dual-teacher classroom,that is,enhancing the“sense of acquisition”of rural teachers through national policy’boosting power and performance-oriented drive,reducing the“sense of burden”of rural teachers through conditional support and dynamic demand matching,and improving the“sense of participation”of rural teachers through reshaping the system of rights and responsibility and co-construction of teaching and research activities.
作者
李卉萌
张立国
林攀登
刘晓琳
LI Huimeng;ZHANG Liguo;LIN Pandeng;LIU Xiaolin
出处
《现代远程教育研究》
CSSCI
北大核心
2024年第3期87-94,共8页
Modern Distance Education Research
基金
国家社会科学基金“十四五”规划2021年度教育学一般课题“互联网促进义务教育优质师资城乡一体化流动机制与实践路径研究”(BCA210089)。
关键词
双师课堂
乡村教师
持续参与
义务教育
扎根理论
Dual-Teacher Classroom
Rural Teachers
Continuous Participation
Compulsory Education
Grounded Theory
