从“做课”看学校情境中教师的专业成长.doc

从“做课”看学校情境中教师的专业成长PAGE PAGE 40目录提要一、前言研究问题与内容研究过程与方法研究结果的呈现二、从“做课”到“公开课”“舞台”“后台”“主角”教师双重“角色”的学生“戏”里“戏”外“道具”“塌台”评课“我”的“做课”故事小结：公开课——日常学校场景中的“飞地”三、讨论：学校情境中教师的专业成长公开课如何进入了教师的专业生活？公开课可以促进教师的专业成长吗？为什么“做”课？“做课”可以促进教师的专业成长吗？“做课”之外的教师专业成长结语：在日常专业生活中成长参考书目后记附录提要本研究采用了学校人种志的方法，深入一所城市小学的日常教育教学情境中，通过“做课”这种中小学中常见的教学科研制度，探讨教师在学校情境中的专业成长。本文共三部分。第一部份界定了研究问题与基本概念，并说明了研究过程与方法；第二部分用舞台表演的艺术原理来描述分析从“做课”到“公开课”这一社会事件的过程，揭示了其戏剧性、程序性与仪式性特征；第三部分在描述分析所铺陈的具体情境中探讨了教师在学校情境中的专业成长，主要观点是：公开课作为国家与集体意志的传递途径进入个体教师的专业生活；它也是一种实践教育理念以及探索新的教学途径的方式；公开课促进教师专业成长的根本原因在于它使得教师的缄默性知识外显，并使得教师对此进行批判性反思；在行政权力与市场压力的束缚下，公开课变成了“做课”；对于教师的专业成长，“做课”在一定程度上有形式性与狭窄性；在学校日常生活中没“做”过的公开课即“推门课”，其对教学的监察性质反映出教师个人专业自主性的丧失；最后研究指出教师的专业成长应该是在学校的日常专业生活中共同进行的。关键词： 公开课 做课 专业成长 学校情境 日常专业生活 ABSTRACTThis is an ethnographic study conducted in an urban primary school, aiming at examining the teachers’ professional growth in school settings through Demonstration Class - a common teacher development mechanism in Chinese schools. This paper is divided into three sections. The first section introduces the research question, basic concepts and methods for the study. The second section describes and analyzes the preparation process of the Demonstration Class by using Irving Goffman’s theatrical theory, illustrating its dramatic, systematic and ritualistic characteristics. The third section explores the theoretical and practical implications of the Demonstration Class on teachers’ professional growth on the basis of the above description and analysis. The major conclusions are: The Demonstration Class is a way of conveying the will of the state to individual teachers. Although it can enhance teachers’ professional growth by making their tacit knowledge explicit and reflected critically by teachers themselves, it is overly dramatized in real school settings under the bureaucratic pressure from educational authorities. As a result, it has impaired its positive impact on teachers’ professional growth, and entrenched upon teachers’ professional a