教师行动学习研究
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摘要
教育变革时代的教师专业发展面临着诸多的机遇和挑战。随着世界范围内课程改革的实施,提升教师素质已成为提高教育质量的重要前提,同时也是决定教育改革成败的关键因素所在,而教师素质的提高则需要通过教师学习得以实现。然而,传统的教师学习存在学习方式单一、学习内容陈旧等问题；教师作为学习者一般强调理论知识的获得而忽视实践性知识的培养,是一种被动的学习方式,其对于教师专业发展的促进作用十分有限。
行动学习是建立在学习者经验与反思基础之上的以解决现实问题为目标的成人学习方式,最早运用于企业管理人员培训之中,近年来在其它领域也得到了普遍推广。为丰富教师学习的理论研究的实践操作,进一步促进教师的专业发展,推动教育改革的实施和深入,本研究将行动学习的理念引入到教师在职学习之中,旨在通过系统的教师行动学习研究为教师在职培训与专业发展项目提供相关的启示和建议。论文以高中英语学科教师为例,主要探讨教师行动学习的三个主要问题,即教师行动学习是什么、教师为什么要开展行动学习以及教师如何实施行动学习。在此基础之上,本研究还尝试构建了基于行动学习的教师专业发展范式,并指出了其理论意义与推广价值。
论文共分为七章,各章的主要内容概括如下：
第一章为绪论,主要介绍本论文的选题缘由、研究的背景与主要内容、研究的整体设计与具体方法,并对本研究中的主要概念如教师学习、教师知识、行动学习、教师专业发展等进行了界定,并通过理论分析总结出各个核心概念之间的关系。
第二章为文献综述,主要包含三个部分,即对教师学习的文献综述、对行动学习的文献总结以及对国内外教师行动学习研究文献的回顾。综述的结论表明尽管对行动学习的研究已有历史,但针对教师行动学习的研究仍不够深入,值得作进一步探究。
第三章是教师行动学习的理论研究部分,主要分析了教师行动学习的内涵、特征、过程和类型等,同时对教师行动学习的理论基础进行了总结。在此基础上本章还从理论上分析了行动学习对于教师专业发展的意义,这与论文第四章的实证研究部分形成了呼应,共同佐证了研究结论。
第四章是本研究的实证调研部分,笔者以高中英语学科教师为例对教师的行动学习开展了实地考察,主要通过问卷调查、访谈、实地观察和实物分析了解高中英语教师行动学习的现状与存在的问题。该部分研究旨在总结教师行动学习的实然状态,对构建基于行动学习的教师专业发展范式提供实证基础。
第五章主要总结教师如何开展行动学习,通过研究笔者将课堂观察与交流、案例总结与研讨、合作行动研究与践行、集体备课磨课等归纳为教师实施行动学习的具体策略,而将开展校本研修和组建教师专业发展学校作为教师实施行动学习的途径。
第六章中本文的重点部分,也是本研究的核心和创新点所在。本章结合教师行动学习的理论分析和高中英语教师行动学习的实证研究总结了教师行动学习的核心特征与价值,介绍了教师行动学习的内外部机制,并在此基础上构建了基于行动学习的教师专业发展范式,同时指出了该范式的内涵、特征、对教师在职学习的启示及其推广价值。从这一范式可以看出教师行动学习是一个复杂的系统工程,其实施效果受到教学环境、评价制度、学校管理、教师反思能力与沟通技巧等多个内外部因素影响。
第七章是本研究的总结部分,该章汇总了研究的结论与启示,指出了研究中存在的不足并对教师行动学习的后续研究进行了展望。
本论文以高中英语教师为例对教师行动学习开展了系统的研究,研究结论对于教师本人(包括其它学科教师)、教师教育者、教育管理人员都有启示作用,且对于切实提高中小学教师在职学习效果、促进教师改进教学质量、提升他们的专业发展水平具有很强的现实意义。
Teachers' professional development is faced with quite a lot of opportunities as well as challenges in this educational transformation era. Teachers' qualities elevation, which is a deciding factor in the global curriculum reform, has been an important perquisite of educational quality improvement. Therefore, it has been already acknowledged that teachers' quality improvement can be achieved by their in-service learning. However, traditional teacher learning, with relatively single learning methods and outdated learning content, mostly lays emphasis on teachers' acquisition of theoretical instead of practical knowledge. As a result, this kind of passive learning's contribution to teachers' professional development is quite limited.
Action learning, aiming at resolving realistic difficulties, is an adult learning method based on learners' prior experience and critical reflection. Although it was originally used in the training of entrepreneurs, it is now widely used it other areas. In order to deepen the theoretical research of teacher learning and enhance teachers' professional development as well as educational improvement in practice, this research systematically probes into teacher learning from the perspective of action learning with some useful advice and recommendations concluded. The dissertation, using high school English teachers as case example, mainly deals with three problems of what is teachers' action learning, why action learning is necessary for teachers and how teachers can implement action learning in daily work as well as in their professional training courses. Taking all these into consideration, an action learning based professional development paradigm for teachers is finally constructed in this research with its theoretical and practical value also discussed.
The doctorate dissertation consists of seven chapters with their respective content as follows:
The first chapter is the introductory part of the dissertation with its emphasis on explaining the research causes, background, content and general design as well as specific research methods. Also in this chapter, some important research concepts such as teacher learning, action learning, teachers' knowledge and professional development have been illustrated. In addition, the researcher points out the relationship among the above concepts from a theoretical perspective.
The second chapter is literature review which includes three parts, namely, academic reviews of teacher learning, action learning and teachers' action learning. Although the research on action learning has a history of more than six decades, its implementation and practice on teachers still lags behind and deserves further investigation.
The third chapter is the theoretical study part of this research which discusses the content, characteristics, process and types of teachers'action learning. Also, theories underlying teachers' action learning are to be listed and introduced in depth to help understand action learning's impacts and values on teachers' development. The above analysis, coupled with the empirical studies in the next chapter, contributes together to prove the terminal research conclusions of this dissertation.
As mentioned, the fourth chapter is the empirical study part of this research which carries out questionnaires, interviews, observations and real material analysis on some high school English teachers. The goal of this research part is to investigate the status quo (with existing problems in particular) of English teachers' action learning. Therefore, teachers' professional development paradigm based on action learning will be constructed, using this part's empirical results.
The problem of how teachers carry out action learning in workplace is dealt with in the fifth chapter. Through the above research, the author concludes classroom observation, teaching cases analysis, cooperative action research and collective lesson preparation as specific methods of action learning for high school English teacher. Besides, implementing school-based research and constructing PDS (Professional Development School) can be regarded as general and common ways to boost teachers' action learning since they reflect the ideals of learning from and in actions.
The sixth chapter demonstrates the crucial and innovative points of this research. Based on the previous theoretical and empirical studies on teachers' action learning, this chapter summarizes and constructs an action learning-based teachers' professional development paradigm. Certainly, the content and practical values as well as the mechanism of teachers' action learning have also been discussed in this chapter. This paradigm reveals that teachers' action learning is composed of a complicated system which can be influenced by many external and internal factors such as teaching environment, evaluation systems, school management, teachers' reflective and critical abilities as well as communicative skills.
Chapter seven, the last but not least part of this dissertation, summarizes the main conclusions and points out some defects of the research. Also, further research details have been directed in this part.
To sum up, this dissertation records a systematic research on high school English teachers' action learning with its conclusions and implementations applying to teachers (other subject teachers as well), teacher educators and education administrators. In a word, the research has great value in improving teachers' learning effects and their professional competence as well.
行动学习是建立在学习者经验与反思基础之上的以解决现实问题为目标的成人学习方式,最早运用于企业管理人员培训之中,近年来在其它领域也得到了普遍推广。为丰富教师学习的理论研究的实践操作,进一步促进教师的专业发展,推动教育改革的实施和深入,本研究将行动学习的理念引入到教师在职学习之中,旨在通过系统的教师行动学习研究为教师在职培训与专业发展项目提供相关的启示和建议。论文以高中英语学科教师为例,主要探讨教师行动学习的三个主要问题,即教师行动学习是什么、教师为什么要开展行动学习以及教师如何实施行动学习。在此基础之上,本研究还尝试构建了基于行动学习的教师专业发展范式,并指出了其理论意义与推广价值。
论文共分为七章,各章的主要内容概括如下：
第一章为绪论,主要介绍本论文的选题缘由、研究的背景与主要内容、研究的整体设计与具体方法,并对本研究中的主要概念如教师学习、教师知识、行动学习、教师专业发展等进行了界定,并通过理论分析总结出各个核心概念之间的关系。
第二章为文献综述,主要包含三个部分,即对教师学习的文献综述、对行动学习的文献总结以及对国内外教师行动学习研究文献的回顾。综述的结论表明尽管对行动学习的研究已有历史,但针对教师行动学习的研究仍不够深入,值得作进一步探究。
第三章是教师行动学习的理论研究部分,主要分析了教师行动学习的内涵、特征、过程和类型等,同时对教师行动学习的理论基础进行了总结。在此基础上本章还从理论上分析了行动学习对于教师专业发展的意义,这与论文第四章的实证研究部分形成了呼应,共同佐证了研究结论。
第四章是本研究的实证调研部分,笔者以高中英语学科教师为例对教师的行动学习开展了实地考察,主要通过问卷调查、访谈、实地观察和实物分析了解高中英语教师行动学习的现状与存在的问题。该部分研究旨在总结教师行动学习的实然状态,对构建基于行动学习的教师专业发展范式提供实证基础。
第五章主要总结教师如何开展行动学习,通过研究笔者将课堂观察与交流、案例总结与研讨、合作行动研究与践行、集体备课磨课等归纳为教师实施行动学习的具体策略,而将开展校本研修和组建教师专业发展学校作为教师实施行动学习的途径。
第六章中本文的重点部分,也是本研究的核心和创新点所在。本章结合教师行动学习的理论分析和高中英语教师行动学习的实证研究总结了教师行动学习的核心特征与价值,介绍了教师行动学习的内外部机制,并在此基础上构建了基于行动学习的教师专业发展范式,同时指出了该范式的内涵、特征、对教师在职学习的启示及其推广价值。从这一范式可以看出教师行动学习是一个复杂的系统工程,其实施效果受到教学环境、评价制度、学校管理、教师反思能力与沟通技巧等多个内外部因素影响。
第七章是本研究的总结部分,该章汇总了研究的结论与启示,指出了研究中存在的不足并对教师行动学习的后续研究进行了展望。
本论文以高中英语教师为例对教师行动学习开展了系统的研究,研究结论对于教师本人(包括其它学科教师)、教师教育者、教育管理人员都有启示作用,且对于切实提高中小学教师在职学习效果、促进教师改进教学质量、提升他们的专业发展水平具有很强的现实意义。
Teachers' professional development is faced with quite a lot of opportunities as well as challenges in this educational transformation era. Teachers' qualities elevation, which is a deciding factor in the global curriculum reform, has been an important perquisite of educational quality improvement. Therefore, it has been already acknowledged that teachers' quality improvement can be achieved by their in-service learning. However, traditional teacher learning, with relatively single learning methods and outdated learning content, mostly lays emphasis on teachers' acquisition of theoretical instead of practical knowledge. As a result, this kind of passive learning's contribution to teachers' professional development is quite limited.
Action learning, aiming at resolving realistic difficulties, is an adult learning method based on learners' prior experience and critical reflection. Although it was originally used in the training of entrepreneurs, it is now widely used it other areas. In order to deepen the theoretical research of teacher learning and enhance teachers' professional development as well as educational improvement in practice, this research systematically probes into teacher learning from the perspective of action learning with some useful advice and recommendations concluded. The dissertation, using high school English teachers as case example, mainly deals with three problems of what is teachers' action learning, why action learning is necessary for teachers and how teachers can implement action learning in daily work as well as in their professional training courses. Taking all these into consideration, an action learning based professional development paradigm for teachers is finally constructed in this research with its theoretical and practical value also discussed.
The doctorate dissertation consists of seven chapters with their respective content as follows:
The first chapter is the introductory part of the dissertation with its emphasis on explaining the research causes, background, content and general design as well as specific research methods. Also in this chapter, some important research concepts such as teacher learning, action learning, teachers' knowledge and professional development have been illustrated. In addition, the researcher points out the relationship among the above concepts from a theoretical perspective.
The second chapter is literature review which includes three parts, namely, academic reviews of teacher learning, action learning and teachers' action learning. Although the research on action learning has a history of more than six decades, its implementation and practice on teachers still lags behind and deserves further investigation.
The third chapter is the theoretical study part of this research which discusses the content, characteristics, process and types of teachers'action learning. Also, theories underlying teachers' action learning are to be listed and introduced in depth to help understand action learning's impacts and values on teachers' development. The above analysis, coupled with the empirical studies in the next chapter, contributes together to prove the terminal research conclusions of this dissertation.
As mentioned, the fourth chapter is the empirical study part of this research which carries out questionnaires, interviews, observations and real material analysis on some high school English teachers. The goal of this research part is to investigate the status quo (with existing problems in particular) of English teachers' action learning. Therefore, teachers' professional development paradigm based on action learning will be constructed, using this part's empirical results.
The problem of how teachers carry out action learning in workplace is dealt with in the fifth chapter. Through the above research, the author concludes classroom observation, teaching cases analysis, cooperative action research and collective lesson preparation as specific methods of action learning for high school English teacher. Besides, implementing school-based research and constructing PDS (Professional Development School) can be regarded as general and common ways to boost teachers' action learning since they reflect the ideals of learning from and in actions.
The sixth chapter demonstrates the crucial and innovative points of this research. Based on the previous theoretical and empirical studies on teachers' action learning, this chapter summarizes and constructs an action learning-based teachers' professional development paradigm. Certainly, the content and practical values as well as the mechanism of teachers' action learning have also been discussed in this chapter. This paradigm reveals that teachers' action learning is composed of a complicated system which can be influenced by many external and internal factors such as teaching environment, evaluation systems, school management, teachers' reflective and critical abilities as well as communicative skills.
Chapter seven, the last but not least part of this dissertation, summarizes the main conclusions and points out some defects of the research. Also, further research details have been directed in this part.
To sum up, this dissertation records a systematic research on high school English teachers' action learning with its conclusions and implementations applying to teachers (other subject teachers as well), teacher educators and education administrators. In a word, the research has great value in improving teachers' learning effects and their professional competence as well.
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