【作 者】：
李葆萍， 仁青草， 桑国元， 赵瞳瞳
【关 键 词 】：
双师教学； 教学能动性； 教学专长； 乡村教师专业发展
【栏 目】：
学科建设与教师发展
【中文摘要】：
“双师教学”是以优质远程教师为引导，促进乡村在地教师教学能力提升的教师专业发展模式。为了解参与“双师教学”的乡村在地教师工作现状和专业发展的基本路径，研究研发了“双师教学”能动性问卷和教学专长问卷。对771名教师调研发现：“双师教学”能动性对教师教学专长发展有积极影响；乡村教师仅履行“双师教学”的课堂辅助职责，而缺乏教学效能感，会对其教学专长的发展产生负面影响；“双师教学”能动性对处于职业发展不同阶段的乡村教师的教学专长发展影响路径存在较显著的差异。研究建议“双师教学”不能将乡村教师固化为边缘参与者，切断其专业发展的路径，并应针对不同职业发展阶段的乡村教师进行精细化、差异化的设计和管理。
【英文摘要】：
"Double-teacher instruction" is a teacher professional development mode guided by high-quality remote teachers to promote the improvement of local rural teachers' teaching ability. The development of rural teachers requires not only the guidance of external forces, but also the internal motivation of teachers themselves. Therefore, this study aimed to understand the teaching status and way of local rural teachers' professional development within the "double-teacher instruction" mode. Therefore, this study develops the "double-teacher instruction" agency questionnaire and the teaching expertise questionnaire to understand the current situation and the basic path of professional development of local rural teachers who participated in " double-teacher instruction". 771 teachers have participated in the survey. It is found that (1) the "double-teacher instruction" agency has a positive impact on the development of teachers' teaching expertise. (2) The rural teachers only perform the classroom auxiliary duty but lack teaching efficacy, which has a negative impact on the development of their teaching expertise. (3) There are significant differences in the influence mode of "double-teacher instruction" agency on the development of teaching expertise of rural teachers at different professional development stages. The findings indicate that the role of local rural teachers in "double-teacher instruction" mode should be paid attention to, the local rural teachers cannot be solidified as the marginal participants and as a result, their professional development path is cut off. The "double-teacher instruction" mode should be designed and managed in a refined and differentiated way for rural teachers with different teaching experiences, in order to stimulate their teaching agency and promote their professional development.