【作 者】：
王 陆， 赵宇敏， 张 薇
【关 键 词 】：
教学行为； 教学反思； 教师信念
【栏 目】：
理论探讨
【中文摘要】：
为了深入理解教师教学行为改进的过程，降低教师行为改进的风险，赋能教师的教育教学实践，文章以教师鼓励学生提出问题这一具体的教学行为改进为切入点，对六位不同属性的教师进行深度访谈，并运用扎根理论对访谈资料进行三级编码分析，构建了基于教师视角的教学行为改进理论模型。研究发现了教师教学行为改进的因果故事线和两种行为转化的实践样态，继而通过理论对话又对实质理论进行发展与完善，得到了以教学反思作为驱动的突破口、以教师信念作为枢纽的教学行为改进理论模型，丰富了教师教学行为改进的理论。
【英文摘要】：
In order to deeply understand the process of teachers' teaching behavior improvement, reduce the risk of teachers' behavior improvement, and empower teachers to improve their educational and teaching practice, this paper takes the specific teaching behavior improvement of teachers encouraging students to ask questions as an entry point, conducts in-depth interviews with six teachers with different attributes and uses grounded theory to analyze the interview data with three-level coding to construct a theoretical model of teaching behavior improvement based on teachers' perspectives. The study identifies a causal story line of teachers' teaching behavior improvement and two practice patterns of behavior transformation. Then the study develops and refines the substantive theory through theoretical dialogue, and obtains a theoretical model of teaching behavior improvement with teaching reflection as the breakthrough and teachers' beliefs as the pivot, which enriches the theory of teachers' teaching behavior improvement.