【作 者】：
杨开城， 张慧慧
【关 键 词 】：
教师教研； 教师专业； 教学设计技术； 教学方案与行动的一致性
【栏 目】：
理论探讨
【中文摘要】：
自然发生的教师教研原本是教师小群体活动，目前已经异化为“为教研而教研”的活动。这种正式的教研活动在功能定位失误、过度行政干预、过度学术干预等因素的冲击下已经异化为教师不堪重负、研究几近作伪的假教研。假教研归根结底是旧教育学误导的结果。旧教育学（Pedagogy）错误地认为PCK是知识，错误地认为教师的专业表现在课堂教学。其实，教师的专业表现在课堂教学之外。教师的专业能力是一种基于设计的行动力，又可称为基于行动的设计力，它是一种融设计经验和行动经验为一体的综合能力。教师教研的宗旨就是要生成和提高教师基于设计的行动力。只有提升教师基于设计的行动力的教研，对于教师才是必要的。这种教研活动依赖教学设计技术（如LACID）和教学方案与行动的一致性分析技术（如教学过程机制图分析法），是一种真正的专业活动。
【英文摘要】：
Teachers' teaching researches have been alienated to official and formal activities for their own sakes from their initially natural ones of small group. Those formal teaching researches, influenced by wrong functional positioning, excessive administrative intervention, and excessive academic intervention etc. have become fake ones that teachers can hardly bear the burden and the research is almost false. The false teaching research is the result of the pedagogy. Pedagogy has misrepresented the PCK as knowledge, and the professional performance of teachers in the classroom. In fact, teachers' professional performance goes beyond classroom teaching. Teacher's professional ability is a kind of action based on design, which can also be called action-based design. It is a comprehensive ability integrating design experience and action experience. The purpose of teachers' teaching researches is to generate and improve teachers' action based on design. It is necessary for teachers to improve their design-based teaching research. This kind of teaching research activity, which relies on instructional design technology (such as LACID) and the consistency analysis of teaching plan and action (such as teaching process mechanism diagram analysis), is a real professional activity.