把握国际动态· 聚焦学术前沿· 助力教师成长
本期概要
【一】
推荐人：
李广平，东北师范大学教育学部教授，博士生导师。
推荐语：
理论、经验与实践智慧是关涉教师教学能力的重要因素，促进其整合也是教师教育的重要任务。世界知名的教师教育学者弗雷德·柯瑟根（Fred Korthagen ）在对三者的涵义、价值以及特征分析的基础上，构建了理论、经验和实践智慧的三角模型，并讨论了教师教育中有助于将实践智慧、理论和经验整合发展的几种教学模式。本文字发表后，成为教师教育领域中的经典文献，得到众多学者的引用。
推荐文章：
Experience, theory, and practical wisdom in teaching and teacher education
Mieke Lunenberg Fred Korthagen
ABSTRACT： In this contribution, we discuss what it means to be a professional teacher with practical wisdom, and how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories on the functioning of the human mind in general, and teacher behavior in particular, the notions of practical wisdom, theory, and experience are connected in a triangular model. We elaborate on the idea that each element can be an entry point for practices in teacher education, which brings discussion on the relationship between theory and practice in teacher education into a broader perspective. Several pedagogical approaches are discussed which help to link practical wisdom, theory, and experience within teacher education programs.
文献来源：
Lunenberg M , Korthagen F . Experience, theory, and practical wisdom in teaching and teacher education[J]. Teachers & Teaching, 2009, 15(2):225-240.
【二】
推荐人：
王秀红，东北师范大学化学学院教授，博士生导师。
推荐语：
密歇根州立大学的Schwarz教授团队一直致力于模型和建模教学的理论和实践研究。本文是Schwarz教授较早期的研究成果。本文从认识论角度，关注学生对模型和建模本身的理解，将对模型的本质、建模过程的本质、模型的评价以及模型的目的及应用的认识定义为元建模知识，并通过Model-Enhanced ThinkerTools（METT）课程的实施，促进学生对模型和建模本质的理解。并通过研究发现，学生的元建模知识的提升，能够促进学生科学内容知识的学习、科学探究能力的提升，以及对科学本质的理解。
推荐文章：
Metamodeling knowledge: Developing Students’ Understanding of Scientific Modeling
ABSTRACT：We argue that learning about the nature and utility of scientific models and engaging in the process of creating and testing models should be a central focus of science education. To realize this vision, we created and evaluated the Model-Enhanced ThinkerTools (METT) Curriculum, which is an inquiry-oriented physics curriculum for middle school students in which they learn about the nature of scientific models and engage in the process of modeling. Key components of our approach include enabling students to create computer models that express their own theories of force and motion, evaluate their models using criteria such as accuracy and plausibility, and engage in discussions about models and the process of modeling. Curricular trials in four science classes of an urban middle school indicate that this approach can facilitate a significant improvement in students’ understanding of modeling. Further analyses revealed that the approach was particularly successful in clarifying and broadening students’ understanding of the nature and purpose of models. The METT Curriculum also led to significant improvements in inquiry skills and physics knowledge. Comparisons of METT students’ performance with that of prior ThinkerTools students suggest that the acquisition of metamodeling knowledge contributed to these gains. In particular, METT students wrote significantly better conclusions on the inquiry test and performed better on some of the far-transfer problems on the physics test. Finally, correlational results, including significant correlations of pretest modeling and inquiry scores with posttest physics scores, suggests that developing knowledge of modeling and inquiry transfers to the learning of science content within such a curriculum. Taken together, the findings suggest that an emphasis on model-based inquiry, accompanied by the development of metamodeling knowledge, can facilitate learning science content while also developing students’ understanding of the scientific enterprise.
文献来源：
Schwarz, C.V., White,B.Y.. Metamodeling knowledge: Developing students’ understanding of scientific modeling[J]. Cognition and Instruction,2005,23(2)：165-205.
【三】
推荐人：
刘丽艳，东北师范大学外国语学院教授，博士生导师。
推荐语：
这是一篇2018年发表于《教师与教学》(Teachers and Teaching)的探讨“经验型教师在日常教学实践中遇到的可能贯穿整个生涯的重要问题”的定性研究。《教师与教学》是教师与教学领域的权威期刊，被誉为独特的期刊，因为它是国际教师与教学研究协会发展的最新阶段的标志性成果。《教师与教学》汇集了来自于不同国家和文化的侧重于社会、政治、和历史背景下的教学研究，该期刊着重于探讨教师工作中的理论与实践相结合的反思。
本文对有经验的教师在日常教学实践中可能遇到的重要问题进行了定性研究。有些问题可能起源于职业生涯的开始，并在职业生涯中一直会成为教师们面对的、不停纠结的问题。本研究是对8所中学的不同教龄、不同性别、教授不同学科的20名教师进行的定性研究。研究结果显示，教师普遍认为目前他们在教学中面临的、对他们的工作有着重要影响的三个问题（三个关系）:教师和家长的互动（关系），教学和其他与教学相关工作的关系，生活与工作的关系； 教师在平时的工作中很少谈论这这些问题，更多的时候，他们是自己想办法平衡这些关系或者忍受这些关系不能平衡的状况。
通过阅读，我们会更加清楚教师在工作中面临和影响教师教学的三个可能贯穿教师职业生涯的三个问题；通过阅读会让我们反思在我们的教师在教师教育过程中，尤其是职后教育课程与培训项目中，除了专业知识的解读和引领，如何帮助教师去应对和平衡教师、家长的关系，教学和其他与教学相关工作的关系，生活与工作的关系也是我们课程与培训中的重要内容；本文是一个典型的定性研究，给我们提供了如何进行研究设计，如何呈现和讨论研究结果的范本，无论对我们教师教育者还是我们的研究生都是很好的进行定性研究的范例。
推荐文章：
Experienced teachers dealing with issues in education: a career perspective
Anna C. van der Want G.L.M. Schellings J. Mommers
ABSTRACT：This article reports on a qualitative study on the issues experienced teachers may encounter in everyday teaching practice. Some issues may possibly originate at the beginning of a career and continue to be a struggle during their career. Data were collected among 20 mid- and late career teachers from eight secondary schools. The results showed that at the current moment in their career, respondents of this study particularly recognised three issues: teacher–parent interaction, teaching versus other tasks and private life versus work. Teachers seldom talk about their issues, but more often than not they try to find a solution themselves or put up with the situation.
文献来源：
Anna C. van der Wanta, G.L.M. Schellingsb & J. Mommersb . Experienced teachers dealing with issues in education: a career perspective[J]. Teachers & Teaching, 2018:1-23.
【四】
推荐人：
于海波，东北师范大学物理学院教授，博士生导师。
推荐语：
越来越多的研究发现，社会性科学议题在深化学生科学知识理解、培养学生科学态度、提升学生科学推理能力等方面有重要的促进作用。论文阐述了社会性科学议题教学模式的探索过程，结合具体案例详细介绍了该模式的使用过程，对社会性科学议题教学、教学模式研究等有重要启示。另外，论文中的教学案例紧密结合《新一代科学标准》，对我国学科核心素养的落实有一定的借鉴意义。
推荐文章：
Evolution of a Model for Socio-Scientific Issue Teaching and Learning
Troy D. Sadler Jaimie A. Foulk Patricia J. Friedrichsen
ABSTRACT：Socio-scientific teaching and learning (SSI-TL) has been suggested as an effective approach for supporting meaningful learning in school contexts; however, limited tools exist to support the work of designing and implementing this approach. In this paper, we draw from a series of four design based research projects that have produced SSI curriculum materials, research findings, and design insights. The paper describes the creation and evolution of a model for SSI-TL. The model highlights a sequence of learning experiences that should be featured in SSI-TL and the kinds of learning objectives that should result. Student learning experiences should include encountering a focal SSI; engaging in science practices, disciplinary core ideas and crosscutting concepts as well as socio-scientific reasoning practices; and synthesizing key ideas and practices through a culminating exercise. The proposed learning objectives align with Next Generation Science Standards and also reflect the important social dimensions of SSI.
文献来源：
Sadler T D , Foulk J A , Friedrichsen P J . Evolution of a Model for Socio-Scientific Issue Teaching and Learning[J]. International Journal of Education in Mathematics Science & Technology, 2016, 5(1):75.
【五】
推荐人：
何劲鹏，东北师范大学体育学院教授，博士生导师。
推荐语：
健全人格、锤炼意志是新时代学校体育的新任务和新使命。文章以重塑阳刚之气为出发点，论文阐述了加强文化引导，转变思想认知，“加钢”体育课程的路径，具有参考价值。
推荐文章：
重塑“阳刚之气”：学校体育教育改革新探
赵犇 王晓芳
华东师范大学体育与健康学院 西南医科大学体育学院
摘要：以学校体育教育改革为切入点,对青少年阳刚之气匮乏的原因、如何重塑阳刚之气以及需要注意的问题进行探讨。研究认为:(1)当代青少年阳刚之气的匮乏是社会文化长期漠视身体、社会环境和计划生育政策的影响及学校体育实践的局限共同作用的结果。(2)重塑阳刚之气,需要在文化上加强引导,在思想上转变对学校体育作用的认知,并且对幼儿、中小学、高校体育教育的内容进行相应的调整和改革。(3)学校体育在重塑阳刚之气过程中,需要注意矫枉过正、正视安全、家庭和社会通力配合等方面的问题。
文献来源：
赵犇,王晓芳.重塑“阳刚之气”：学校体育教育改革新探[J].体育学刊,2020,27(01):76-79.
教师教育研究院
2020年4月30日
