【作 者】：
杨开城， 张慧慧， 陈 洁
【关 键 词 】：
理想角色； 教师专业发展； 个案研究； STEM教师
【栏 目】：
学科建设与教师发展
【中文摘要】：
教师专业发展领域的个案研究存在两个问题：研究节奏不可控和误把教师个体等同于教师角色。为了克服这两个问题，我们可以采用基于理想角色的个案研究法。这种研究方法的基本过程是：（1）构建理论假设、定义教师的理想角色；（2）构建扮演理想角色的教师团队，配置研究所需要的外部条件；（3）引导特定的教育实践，收集过程数据；（4）分析数据，得出结论。以STEM教师专业发展阶段论为例，如果我们假设STEM教师专业发展会经历前专业、专业、后专业三个阶段，前专业教师要懂学科、把握课程，专业教师要能具有基于设计的行动力，从事教学方案与教学行动相一致的教学，后专业教师要能够设计探究学习，那么现实中任何一位STEM教师都很难在短时间内获得如此的成长和发展。我们需要为STEM教师配备专业助手，组成一个STEM教师团队来扮演这个STEM教师理想角色。如果我们发现STEM教师团队随着时间的推移，依次达到了理想角色的要求，没有出现逆序和跨阶段现象，并且专业助手的能力行为是可学习、可复制的，那么上述关于STEM教师专业发展阶段论则是成立的。
【英文摘要】：
There are two problems with case studies in the field of teacher professional development: the uncontrollable pace of the study and the mistaken equation of individual teachers with teacher roles. To overcome these two problems, a case study method is adopted based on ideal roles. The basic process of this research method is: (1) constructing theoretical assumptions and defining the ideal role of teachers; (2) constructing a team of teachers playing the ideal role and configuring the external conditions needed for the study; (3) guiding specific educational practices and collecting process data; (4) analyzing the data and drawing conclusions. Taking the stage theory of STEM teacher professional development as an example, if we assume that STEM teachers' professional development will go through three stages: pre-professional stage, professional stage, and post-professional stage. Pre-professional teachers should understand the subject matter and grasp the curriculum. Professional teachers should be able to have design-based action and engage in instructional design that are aligned with instructional actions. Post-professional teachers need to be able to design inquiry-based learning, then the reality is that it is difficult for any STEM teacher to grow and develop in such a short period of time. We need to equip STEM teachers with professional assistants to form a team of STEM teachers to play the ideal role of STEM teachers. If we find that the STEM teacher teams have successively achieved the requirements of the ideal role over time, without reverse or cross-stage phenomena, and the competent behaviors of the professional assistants are learnable and replicable, then the above stage theory of STEM teacher professional development is valid.