摘要
2016年以来,随着我国“三个课堂”的大力建设与推进,双师课堂开始大规模从探索走向实践、从特殊走向常态。文章以北京市F区为例,对当地三年项目推进实践进行了反思和总结,旨在探索双师课堂在教师培养方面的应用新方向。文献研究和实践总结表明,双师课堂作为一种典型的信息化协作教学方式,在发展教师教学实践能力方面,具有显著的效果。文章依据双师课堂协作教学的劳动关系,提出了“按角色分层”的观点,以教师教学内容处理能力、教学方法实施能力和教学技术应用能力为提升对象,以被指导者、指导者和协作者为劳动角色,构建了双师课堂教师3A3R分层模式,并根据双师课堂中指导与协作这两种基本的劳动关系,提出了双阶段、两主题、六专题的3A3R双师越层培养模式,通过精准专题教研活动的开展,实现教师实践能力水平的越层提升。
Since 2016,with the vigorous construction and promotion of the"Three Classrooms"in China,the dual-teacher classrooms have begun to move from exploration to practice and from special cases to the norm on a large scale.Taking Area F in Beijing as an example,this paper reflected on and summarized the practice of the three-year project to explore the new direction of the application of the dual-teacher classroom in teacher training.Literature research and practical summaries indicate that the dual-teacher classroom,as a typical information-based collaborative teaching form,has significant effects on developing teachers'teaching practice abilities.Based on the labor relations of collaborative teaching in the dual-teacher classroom,this paper proposes the idea of"role-based stratification",targeting the enhancement of teachers'ability to handle teaching content,implement teaching methods,and to apply teaching techniques.Taking the learner,the instructor and the collaborator as labor roles,the 3A3R stratified model for the dual-teacher classroom is constructed.According to the two basic labor relations of guidance and collaboration in the dual-teacher classroom,the 3A3R dual-teacher cross-level training model is proposed.The cross-level improvement of teachers'practice abilities is realized through conducting precise thematic teaching and research activities.
作者
朱京曦
梁一凡
陈书琴
桑笑语
ZHU Jingxi;LIANG Yifan;CHEN Shuqin;SANG Xiaoyu(Faculty of Education,Beijing Normal University,Beijing 100875;Fangshan District Education Information and Modern Education Technology Center,Beijing 102488)
出处
《电化教育研究》
CSSCI
北大核心
2024年第11期32-37,共6页
E-education Research
关键词
双师课堂
教师
实践能力
分角色
分层
培养模式
Dual-teacher Classroom
Teacher
Practice Ability
Role Differentiation
Stratification
Training Model
