基於“課堂學習研究”的高師實踐教學模式探索

作為教師專業成長的起點，教育實習是學會教學和自我發展的過程。而無論是人本主義教育模式，還是傳統工藝型模式，抑或是行為主義模式在提升學生教師的“實踐性知識”上都有所欠缺。本文提出基於“課堂學習研究”的高師實踐教學模式，其特色是以變易學習理論為指導進行學生教師的集體行動研究。學生教師深入一課不斷挖掘自己對教學的理解和認識，同時把自己所學和學生所需進行有益結合，從而在實踐共同體中成長為一名教師熟手，並且持有自己的教學信念。
As a starting point of teacher professional growth, practicum is a process of learning to teach and achieve self development. However, humanistic education model, traditional process model or behavioral model seems powerless in increasing student teachers’ practical knowledge. This paper proposes a learning study-based practicum model which characterizes student teachers’ act research in communities under the guidance of variation theory. Student teachers focus on one lesson and enhance their understanding of teaching and students’ learning needs and difficulties. They gradually become experienced teachers and generate their own teaching beliefs. Copyright © 2016 華中師範大學.