教师是如何发展的？——一项基于经验学习圈理论的刻画与分析

doi:10.16382/j.cnki.1000-5560.2024.02.003

摘要/Abstract

摘要：

为了全面理解和促进教师改变，必须深入刻画教师改变的过程。作者基于经验学习圈理论，采用认知网络分析方法和交叉滞后分析方法，分析了41位教师经历2年一个完整经验学习圈的课堂教学行为大数据和实践性知识大数据，获得了基于经验学习圈的教师改变演化规律。研究发现：作为教师改变内部特征的实践性知识，其演化经过了竞争共存、协同互补和协同转化3个阶段，而作为教师改变外部特征的教学行为中，教师鼓励学生提出问题和提出高阶问题的教学行为经历了从少到多的量的变化过程；教师实践性知识中教育信念、反思性知识和自我知识等知识成分与教师鼓励学生提出问题、教师提出高阶问题等关系到创新性教学改变的关键教学行为之间存在着确切的因果关系；实践性知识及课堂教学行为共同作为教师改变的内因是教师改变的根据，而大学研究者提供的大数据循证课例研究支持服务是教师改变的外因并构成了教师改变的条件，外因通过内因而引起教师改变。

关键词: 教师专业发展, 教师改变, 实践性知识, 教学行为

Abstract:

In order to comprehensively understand and promote the change of teachers, it is necessary to deeply portray the process of the change of teachers. This study used epistemic network analysis and cross-lagged analysis to analyze big data on classroom teaching behaviors and practical knowledge of 41 teachers who had participated in a complete experiential learning circle in the COP program for a total of 4 semesters over 2 years, and obtained the evolutionary patterns of teachers’ change based on the experiential learning circle. It was found that there was a definite causal relationship between the knowledge components of teachers’ practical knowledge, such as educational beliefs, reflective knowledge and self-knowledge, and key teaching behaviors related to innovative changes in teaching, such as teachers encouraging students to ask questions and teachers asking high-order thinking questions. The evolution of practical knowledge as an internal characteristic of the change of teachers went through three stages: competitive coexistence, synergistic complementation, and synergistic transformation, while the teaching behaviors of encouraging students to ask questions and asking higher-order thinking questions as external characteristics of the change of teachers went through a quantitative change process from less to more. Practical knowledge and classroom teaching behaviors together as the internal cause of teachers’ change were the basis of teachers’ change, while the big data evidence-based course research support services provided by university researchers were the external cause of teachers’ change and constituted the conditions for teachers’ change, and the external cause induced the change of teachers through the internal cause.

Key words: teacher professional development, the change of teacher, practical knowledge, teaching behavior

王陆, 马如霞, 彭玏. 教师是如何发展的？——一项基于经验学习圈理论的刻画与分析[J]. 华东师范大学学报(教育科学版), 2024, 42(2): 30-45.

Lu Wang, Ruxia Ma, Le Peng. How Teachers Develop: A Depiction and Analysis Based on Experiential Learning Circle Theory[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(2): 30-45.

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实践性知识	阶段	均值	显著性（双尾）
教育信念	具体经验获取阶段	0.024683	0.000^***
教育信念	积极实践阶段	0.118291	0.000^***
自我知识	具体经验获取阶段	0.045720	0.000^***
自我知识	积极实践阶段	0.150169	0.000^***
人际知识	具体经验获取阶段	0.025008	0.000^***
人际知识	积极实践阶段	0.071687	0.000^***
策略知识	具体经验获取阶段	0.024686	0.000^***
策略知识	积极实践阶段	0.112781	0.000^***
情境知识	具体经验获取阶段	0.029202	0.000^***
情境知识	积极实践阶段	0.074437	0.000^***
反思性知识	具体经验获取阶段	0.069996	0.000^***
反思性知识	积极实践阶段	0.202403	0.000^***

比较阶段	X维度			Y维度
比较阶段	均值	t值	p	均值	t值	p
具体经验获取阶段	0.90	5.04	0.00^**	0.19	3.95	0.00^**
积极实践阶段	?0.33	5.04	0.00^**	?0.50	3.95	0.00^**

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