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近年来行动研究备受国内外教育学者的关注。在我国新课程改革的背景下,行动研究作为一种研究方式,更是被看作教师参与课程改革的有力工具而得到广泛提倡。然而在实践中,教师的行动研究正不断遭遇各种困难。从教师自身和外部两个角度分析教师在行动研究各个步骤中遇到的障碍,可以帮助我们深化对行动研究的认识,为行动研究在教育实践中的有效开展提供参考。 相似文献
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教师做行动研究为何困难重重? 总被引:1,自引:0,他引:1
近年来行动研究备受国内外教育学者的关注。在我国新课程改革的背景下,行动研究作为一种研究方式,更是被看作教师参与课程改革的有力工具而得到广泛提倡。然而在实践中,教师的行动研究正不断遭遇各种困难。从教师自身和外部两个角度分析教师在行动研究各个步骤中遇到的障碍,可以帮助我们深化对行动研究的认识,为行动研究在教育实践中的有效开展提供参考。 相似文献
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论教师研究的合理取向 总被引:1,自引:0,他引:1
行动研究日益成为教师普遍接受的研究方法,而教师作为研究的主体是行动研究得以实行的巨大推动力。在教师行动研究日渐兴起的大潮中,教师行动研究的取向就成为教师不得不审慎考虑的问题。笔者认为,教师行动研究属于科学研究,有必要把握教育研究的科学方法论指向,关注校本化和教师专业化的研究,增强教师行动研究的科学性和实效性。 相似文献
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教师的行动研究是促进教师专业成长的有效途径。通过对西北地区某农村小学教师的行动研究,表明了教师做行动研究的重要条件是专业引领、校长支持和同伴互助,三者缺一不可。当前教师所开展的行动研究存在着研究方法不规范、研究还较多地停留在技术层面以及研究成果扩散渠道不通畅等局限。研究者与教师合作开展行动研究应符合教师实际,注意过程的监控与反思。 相似文献
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外语教师行动研究与专业发展探究 总被引:1,自引:1,他引:0
行动研究是外语教师专业发展的最佳途径.文献研究发现近十年以来我国高校外语教师行动研究相对较少.为促进外语教师专业发展,应把行动研究与教师专业发展相结合.在行动研究中,教师不仅是行动者,也是研究者和受益者. 相似文献
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广义的行动研究被界定为一种研究形式.教师用于检验自己的教学实践。当教师运用系统的方法进行观察和数据搜集时,他们就进入了行动研究领域。行动研究在近几年的中国教育界成为热门话题.但如何进行行动研究许多教师还存在困惑。下面以一位教师的行动研究报告为例谈一谈怎样做好行动研究。 相似文献
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对教师运用行动反思研究完善教学风格进行实证研究,即教师开展计划、行动、观察和反思完善教学风格的实证研究。研究证明:学生对教师教学风格有明显的偏爱;优秀教师与普通教师在教学风格方面有显著差异;优秀教师与普通教师相比,在利用行动反思改进教学风格有显著差异;受试的教学风格前后两次具有显著差异。显而易见,教师行动反思研究对教学风格的完善起着非常重要的作用。 相似文献
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广义的行动研究被界定为一种研究形式,教师用于检验自己的教学实践。当教师运用系统的方法进行观察和数据搜集时,他们就进入了行动研究领域。[1]行动研究在近几年的中国教育界成为热门话题,但如何进行行动研究许多教师还存在困惑。下面以一位教师的行动研究报告为例谈一谈怎样做好行动研究。 相似文献
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As the push for high-quality teachers continues, many colleges of education, teacher induction programs, and professional development supervisors are left wondering about the role dispositions play in effective teaching. This study seeks to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence between predicted and observed patterns was found in addition to congruence between teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher education and development are made. 相似文献
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共建合作的教师文化 营造教师专业发展环境 总被引:6,自引:0,他引:6
孔庆 《宁波教育学院学报》2006,8(1):5-7
教师发展其专业知识与能力并不全然依靠自己的力量来实现,而是需要在与他人(尤其是同事)交往的过程中得以推进,合作的教师文化为教师的专业发展提供最为理想的文化氛围。要促进合作的教师文化建设,需要加强教师自身的合作意识,创建开放的学校环境氛围,开展基于合作的行动研究,并利用网络构建的平台实现合作。 相似文献
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行动研究既是教师教育发展的有效方法之一,又是教师自我完善的捷径。教师通过观察和反思,运用教学理论和方法对课堂上遇到的问题进行分析,并采取一定的行动加以解决,提高教学效果,最终达到教师与教学同步发展的目的。 相似文献
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Jeong-Hee Kim 《课程研究杂志》2013,45(3):379-393
Teacher action research seeks to bring together action, reflection, theory, and practice; and it is acknowledged as a way to value and honour teachers’ practical knowledge. The purpose of this article is to conceptualize teacher action research as Bildung, applying Gadamer’s philosophical hermeneutics as a theoretical framework. Based on five teachers’ lived experiences of conducting action research in their classrooms, this study explores how teachers go through the process of the development of the self as a teacher, furthering themselves as professionals through action research. It aims at understanding the role of action research as Bildung, one’s inner process of formation and cultivation of self, to shed light on teacher professional development as a hermeneutical and ontological practice. 相似文献
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个体与组织:教师自主性的二重维度 总被引:5,自引:0,他引:5
教师自主性是教师个体人格特征与专业社会化程度的综合表征,它不仅反映了教师个体之间的行为、态度、性情等方面独立性、主动性差异,还是国家教育改革的宏观政策与学校微观政治的具体体现,表现为外部组织环境所规定的教师专业独立活动的范围与可能空间。个体维度的教师自主性提升强调内部的自我完善与发展,组织维度的教师自主性发展强调外部的政策杠杆与赋权。二者是相同事物属性的不同观察维度,是事物互相约定的不同侧面,其表现出的不断变化、不断生长的动态特征,是互为因果的双边调整的结果。客观外部结构是教师自主发展的条件,主体内部结构特征是教师专业成长的基本依据,主客结构的交互作用促成教师自主性内外特征的变化。 相似文献
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M. Naci Kayaoglu 《Educational Action Research》2013,21(2):140-161
Action research is characterized by a new paradigm of empowering teachers to monitor their own practices in a more autonomous manner with a vision of challenging and improving their own techniques of teaching through their own participatory research. Yet in spite of this apparently radical shift in the function of the teacher from the constant consumer of scientific theories to a researcher, as envisioned, the concept of action research as an in-service teacher education strategy has not received due attention in practice. For this reason, the presented case study was undertaken to examine whether the notion of action research by teachers was a viable option for in-service teacher development in a highly centralized education system. More specifically, this paper sought to answer whether teachers have any vision of what they can achieve with action research, whether there is scepticism on the part of teachers about the effectiveness and feasibility of action research as practice-based undertaking, and whether there are inherent structural problems that preclude teachers from undertaking such a role. Three English Language Teaching teachers were involved in this action research. The findings indicate that teachers, being capable of carrying out action research, were quite positive about action research and hopeful for overcoming some inadequacies in their educational environment, making it an asset for personal-professional development despite a highly centralized education system. 相似文献
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Chunmei Yan 《Educational Action Research》2017,25(5):704-719
In contrast with its high level of popularity in both research and practice for in-service teacher development, teacher research has received much less attention in pre-service language teacher education as a reflective learning approach, particularly in China’s context. Action research, as a major form of teacher research, has rarely been employed by teacher educators. This action research study undertaken by a teacher educator aimed to address this dual gap by examining the effect of collaborative research experience undertaken by a cohort of English as a foreign language pre-service teachers in China. Triangulated research methods were employed to gather two sets of data respectively reflecting the student-teachers’ views of their collaborative research and the teacher educator’s perceptions of the action research. It was found that both groups highly endorsed their research experience. Meanwhile, issues also arose in terms of the sustainability of such research experiences for both groups. The study highlights the necessity of incorporating collaborative student-teacher research and teacher educators’ action research into pre-service teacher education programmes, which entails the need to transform the existing foundationalist teacher education paradigm into a post-foundationalist paradigm, and to recognize teacher educators’ action research on pertinent issues in teacher education. 相似文献
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不同层级教师专业发展道路的个案研究 总被引:3,自引:0,他引:3
NIU Rui-xue 《课程.教材.教法》2008,(10)
新课程改革以来,教师发展研究从理论论述迅速发展到实践层面,受到广大教师群体的重视。教师专业发展的不同层级的个案研究显示,校本教研是教师群体专业成长的最好途径,而教师个体也可以通过适合自己的研究,达致教师专业发展的良好状态。参与教师专业发展的各种力量,对于教师发展具有不同的作用。教研员应立足于地区性的教师专业发展的促进,校长在教师专业发展中应起到引领和管理的作用,学科教研组是教师专业知识交流和成长的核心地带,教师个人通过行动研究可以达致专业发展的目的。 相似文献
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论指向专业发展的教师合作 总被引:6,自引:0,他引:6
Cui Yunhuo Deputy Director professor doctoral supervisor at the Research Institute for Curriculum Teaching East China Normal University Zheng Donghui Lecturer at the College of Teachers' Teaching Ningbo University doctoral candidate at the Research Institute for Curriculum Teaching East China Normal University 《教育研究》2008,(6)
教师合作是教师专业发展的重要向度,教师的专业发展离不开教师间的合作。有主体的意愿、可分解的任务、有共享的规则、有互惠的效益是教师合作的基本要素,只有基于这四个要素的合作才是真实的合作,才能促进或实现教师的专业发展。教师要基于由四要素构成的合作体开展专业行动,其行动方式包括协同教学、同伴互导等,以促进自身的专业发展。而学校要通过组织再造、制度创新、资源支持,为教师合作提供专业支持。 相似文献