文献类型：期刊文献

中文题名：双师课堂助推民族地区教师专业发展:优势与问题——基于云南迪庆D中学的个案研究

英文题名：Advantages and Problems of Double-teacher Classroom in Promoting Teachers’Professional Development in Ethnic Areas:Case Study Based on D Middle School in Diqing,Yunnan

作者：钟志勇[1];何文滢[1];陈烨[2]

第一作者：钟志勇

机构：[1]中央民族大学教育学院,北京100081;[2]北京联合大学师范学院,100011

第一机构：中央民族大学教育学院,北京100081

年份：2022

期号：4

起止页码：75-84

中文期刊名：民族教育研究

外文期刊名：Journal of Research on Education for Ethnic Minorities

收录：CSTPCD;;国家哲学社会科学学术期刊数据库;北大核心:【北大核心2020】；CSSCI:【CSSCI2021_2022】；

基金：2017年北京市社会科学基金项目“‘北京市乡村教师支持计划’实施的追踪研究”(项目编号:17JYB005)的阶段性成果。

语种：中文

中文关键词：民族地区;双师课堂;教师专业发展

外文关键词：ethnic areas;double-teacher classroom;teacher’s professional development

摘要：双师课堂是民族地区教育高质高效发展的有益探索。选取双师课堂长期试点校云南迪庆D中学为个案,运用问卷法、访谈法及课堂观察法深度剖析双师课堂助推民族地区线下教师专业发展何以可能与何以可为。研究发现,双师课堂“四个同时”的协作教学模式重塑了线下教师的专业理念,不断深化其专业知识,并在日常教育工作中自然地构筑了一条“间接经验积累—内容反思重构—课堂实践创新”的专业能力成长路径。然而,因教学主导权移位所造成的师生关系淡漠、个人成就感低等问题不利于培育民族地区教师的专业情意,进而影响其教育教学质量。因此,双师课堂的实施应从培训新手教师、找准角色定位、优化考核机制着手,组建民族地区专业教师队伍、释放两端教师合作教学效力并不断强化线下教师积极情感体验,以最大效度发挥双师课堂对教师专业发展的促进作用。
Double-teacher classroom is a beneficial exploration for the high-quality development of education in ethnic areas.This research selected Yunnan Diqing D Middle School,a long-term pilot school of double-teacher classroom as an individual case,and adopted methods including questionnaire,interview and classroom observation to deeply analyze on how the double-teacher classroom can boost the professional development of offline teachers in ethnic areas.The study indicated that the"four simultaneous"collaborative teaching mode of double-teacher classroom has reshaped the professional concept of offline teachers,continuously deepened their professional knowledge,and naturally constructed a professional ability enhancement path of"indirect experience accumulation-content reflection and reconstruction-classroom practice innovation"in daily education work.However,the problem of indifference to teacher-student relationship and low personal sense of achievement caused by shift of teaching dominance is not conducive to cultivating the professional affection of teachers in ethnic areas,and then affects their education and teaching quality.Therefore,the implementation of double-teacher classroom should start from training novice teachers,setting correct role positioning,optimizing the assessment mechanism,so as to form a team of professional teachers in ethnic areas,release the effectiveness of offline teachers and strengthen the positive emotional experience of offline teachers,thus maximize the function of double-teacher classroom in promoting teachers’professional development.