基於課堂學習研究的師範生教學能力培養

Research output: Contribution to journalArticle

Abstract

課堂學習研究是一種教師協作式行動研究,以變易理論指導教學設計、教學實踐和教學反思,促進在職教師專業發展和校本課程開發,有助於建立教師專業學習社群。將課堂學習研究引入師範教育,有助於提升師範生教學設計和實施能力、教學反思能力、理論結合實際的能力、教學研究和創新能力。將課堂學習研究加入師範教育課程有兩種模式,可以獨立成課,也可以“嵌入”實習或論文研究設計中。其順利實施,需要高校教師注重理論結合實踐,加強教學領導能力,以及保持與中小學校協作互助的夥伴關系。
Learning Study is a type of collaborative action research by teachers. It helps promote in-service teacher professional development, advance school-based curriculum development and establish teachers’ professional communities of practices. When applied in pre-service teacher education, Learning Study enhances pre-service teachers’ competences in designing and teaching lessons, reflecting on teaching, bridging theories with practices and developing skills in teaching research and innovations. There are two modes of introducing Learning Study in per-service teacher education: establishing a course of "Learning Study" or integrating it in block teaching practices or honours projects. The smooth introduction of Learning Study in pre-service education requires tertiary teacher trainers to emphasize the connection between theories and practices, enhance their leadership for learning and teaching and maintain a supportive partnership with primary and secondary schools. Copyright © 2019 山西師範大學.
Original languageChinese
Pages (from-to)102-106
Journal山西師大學報(社會科學版)
Volume46
Issue number1
DOIs
Publication statusPublished - Jan 2019

Bibliographical note

章月鳳(2019):基於課堂學習研究的師範生教學能力培養,《山西師大學報(社會科學版)》,46(1),頁102-106。

Keywords

  • 課堂學習研究
  • 變易理論
  • 師範教育
  • 行動研究
  • 教學能力培養
  • Learning study
  • Variation theory
  • Pre-service teacher education
  • Action research
  • The enhancement of teaching competencies
  • Alt. title: The enhancement of pre-service teachers’ teaching competence via learning study