华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (2): 61-74.doi: 10.16382/j.cnki.1000-5560.2021.02.006

• 教师队伍建设 • 上一篇    下一篇

基于经验学习圈的不同教师群体教学行为改进特征

王陆1, 马如霞1, 彭玏2   

  1. 1. 首都师范大学教育学院,北京 100048
    2. 北京优学社教育咨询服务有限公司,北京 100089
  • 出版日期:2021-02-20 发布日期:2021-02-07

Characteristics of Different Teacher Groups’ Teaching Behavior Improvement Based on Experiential Learning Cycle

Lu Wang1, Ruxia Ma1, Le Peng2   

  1. 1. College of Education, Capital Normal University, Beijing 100048, China
    2. Beijing COP Education Consulting & Service Co. Ltd., Beijing 100089, China
  • Online:2021-02-20 Published:2021-02-07

摘要:

教师的教学行为对教学效果会产生直接影响,教学行为改进是一个动态的过程并且具有群体性特征。本研究基于经验学习圈理论,对71名教师在2年持续教学行为改进过程中的350节视频课例,采用内容分析法,探究新手教师、胜任教师和成熟教师三类群体的教学行为改进特征。研究发现:基于经验学习圈2年的持续教学行为改进过程取得了显著的改进效果,三类教师均能够较好地改进问题的开放性;讨论后汇报和鼓励学生提出问题是三类教师在教学行为改进中共同的难点;经验学习中的反思性观察和抽象概括两个阶段对教师教学行为的正向改进作用比较小;三类教师群体的教学行为改进着力点明显不同,成熟教师最难改进的教学行为和最难改进的研修阶段与新手教师和胜任教师不同,新手教师与胜任教师存在不同的教学行为改进难点和相同的最难改进阶段。根据上述不同教师群体的教学行为改进特征,可以进一步优化与完善教师教学行为的改进方法与策略,形成更加精准地教学行为改进支持服务与改进依据,丰富教学行为改进的有关研究。

关键词: 教学行为, 教学改进, 教师专业发展

Abstract:

Teaching behavior has a direct influence on the effectiveness of teaching. Improvement of teaching behavior is a dynamic process and has group characteristics. Based on the theory of experiential learning circle, this study focused on the continuous improvement of 71 teachers’ teaching behavior in two years. 350 classes of these teachers were studied by the method of content analysis, in order to investigate the characteristics of teaching behavior improvement of novice teacher group, competent teacher group and proficient teacher group. This study indicated that the two-year continuous teaching behavior improvement process based on the experiential learning circle made great achievements, and all three groups of teachers improved the openness of the question. The common difficulties in behavior improvement of three teacher groups are engaging students in discussion and encouraging students to ask questions. The improvement of teachers’ teaching behavior was not significant in the stages of reflective observation and abstract conceptualization in experiential learning cycle. The focus of the three groups of teachers’ teaching behavior improvement has notable difference. The teaching behavior and learning stage that is most difficult to make improvement for proficient teachers are different from that for novice teachers and competent teachers. Novice teachers and competent teachers have different difficulties in teaching behavior improvement. Besides, the stage that is most difficult to make improvement is the same for these two groups. The teaching behavior improvement characteristics of different teacher groups found in this research can optimize the teaching behavior improvement methods and strategies, provide theoretical foundation for more targeted services that support teaching behavior improvement, and enrich relevant research on teaching behavior improvement.

Key words: teaching behavior, improvement of teaching, teacher professional development