理解与践行:教师视角的大单元教学——基于15位小学教师的扎根理论分析
Understanding and Practice,Large Units Teaching from the Teacher's Perspective:Analysis of Grounded Theory Based on 15 Primary School Teachers
程巧红 1章勤琼1
作者信息
- 1. 福建师范大学教育学院(福州 350117)
- 折叠
摘要
核心素养与教学实践相融合的时代命题赋予教师新的使命:基于课程标准推进大单元教学改革.本研究采用程序化扎根理论的范式,通过访谈和观察获取福建省Z市15位小学教师关于大单元教学的"素人理论",探寻实践者视域中大单元教学的结构维度框架.根据因果编码典范模型构建大单元教学三级转化的理论模型,勾勒出大单元教学实践转化的基本样态.研究发现,面对大单元教学改革,教师群体实施意愿低迷,存在本体认知模糊、教学内容组织涣散、课堂教学流于形式、教学研讨形式老旧等失范表征.据此,扭转固化观念,激发教师投身大单元教学改革的热情;提供行动支持,解除大单元教学实施的现实束缚;建立基本规范,完善大单元教学研讨体系是优化实施大单元教学的基本路径.
Abstract
The proposition of the era of integrating core literacy and teaching practice has given teachers a new mission:to promote the reform of large-unit teaching based on curriculum standards.The study adopts the paradigm of programmed grounded theory to obtain the"personal theory"of 15 elementary school teachers in Z city,Fujian Province,through interviews and observations,explor-ing the framework of the structural dimensions of large-unit teaching in the practitioners'perspective.Based on the causal coding paradigm model,we constructed a theoretical model of the three-level transformation of large-unit teaching,and outlined the basic pattern of the transformation of large-u-nit teaching practice.It is found that in the face of the reform of large-unit teaching,the teachers'willingness to implement it is low,and there exist such signs as vague ontological cognition,disorga-nized teaching contents,formal classroom teaching,and old forms of teaching seminars.The basic path to optimize the implementation of large-unit teaching is to reverse the solidified concepts and stimulate teachers'enthusiasm for large-unit teaching reform;to provide action support and lift the practical constraints on the implementation of large-unit teaching;and to establish basic norms and improve the large-unit teaching seminar system.
关键词
大单元教学/理解/践行/实践转化/扎根理论Key words
large units teaching/understanding/practice/practice transformation/grounded theory引用本文复制引用
出版年
2024
NETL
NSTL
万方数据