【作 者】：
梁友明， 王 陆
【关 键 词 】：
循证实践； 课例研究； 教学反思； 知识治理
【栏 目】：
学科建设与教师发展
【中文摘要】：
组织中阻碍深层次协作的关键因素是缺乏组织结构的支持，知识治理能为教师反思提供组织机制保障。为了探讨循证课例研究中优化教学反思的知识治理路向，研究以靠谱COP项目的四个循证课例研究小组的教师集体反思文本为研究对象，采用扎根理论的资料分析方法进行深入研究。研究结果表明：循证课例研究中的教学反思过程包括教师个体反思、组内集体反思、组间集体反思、大学研究者介入的U-S协作反思四个环节。教学反思转化为教学改进的过程中会面临多重的矛盾与冲突，故需引入目标机制及疑惑消解等知识治理机制，促进个体反思与集体反思之间的融合；其次，引入组间汇报分享机制及组间互评机制，推动组内反思与组间集体反思之间的转化；最后，引入三级沟通机制及元反思机制，以缓和大学研究者与研修教师之间的话语冲突，提升研修教师的元反思能力。通过引入适切的知识治理机制，有效提高了教学反思转化为教学改进的效率，促进了教师实践性知识的培育及课堂教学行为的优化。
【英文摘要】：
The key factor that hinders deep collaboration in organizations is the lack of organizational structure support, and knowledge governance can provide organizational mechanism guarantee for teacher reflection. In order to explore the direction of knowledge governance for optimizing teaching reflection in evidence-based lesson study, this study takes the collective reflection texts of teachers from four evidence-based lesson study groups of COP project as the research objects, and uses the data analysis method of grounded theory to conduct an in-depth research. The results show that the process of teaching reflection in evidence-based lesson study includes four links: individual teacher reflection, collective reflection within the group, collective reflection among the group, and U-S collaborative reflection with the intervention of university researchers. The process of transforming teaching reflection into teaching improvement will face multiple contradictions and conflicts, so it is necessary to introduce knowledge governance mechanisms such as goal mechanism and doubt resolution to promote the integration between individual reflection and collective reflection. Secondly, the inter-group reporting and sharing mechanism and inter-group mutual evaluation mechanism are introduced to promote the transformation between intra-group reflection and inter-group collective reflection. Finally, a three-level communication mechanism and meta-reflection mechanism are introduced to alleviate the discourse conflict between university researchers and training teachers, and improve the meta-reflection ability of training teachers. By introducing an appropriate knowledge governance mechanism, the efficiency of transforming teaching reflection into teaching improvement is effectively improved, and the cultivation of teachers' practical knowledge and the optimization of classroom teaching behavior are promoted.