【作 者】：
杨丽勤， 郭 炯
【关 键 词 】：
同步课堂； 教师发展历程； 扎根理论
【栏 目】：
学科建设与教师发展
【中文摘要】：
同步课堂是“互联网+”时代促进城乡教育优质均衡发展的重要途径，两端教师作为主要实践者，是两端学校实现互利共赢和可持续发展的关键。如何利用同步课堂帮助两端教师发展成为研究与实践的重点。研究以探寻同步课堂促进教师专业发展的过程性规律为主要目的， 采用扎根理论研究方法，通过深度访谈获取两端教师参与同步课堂的经历、感受、体验等数据，借助Nvivo12.0软件对数据进行开放式—主轴式—选择式三级编码，最终构建了包括主讲教师“迷茫期—主控期—协同期—提升期”和远端教师“迷茫期—边缘配合期—中心协同期—自主教学胜任期”在内的“四阶段—两跨越”教师发展理论模型。该理论模型不仅有助于增进人们对同步课堂促进教师专业发展的规律认识，而且对同步课堂的科学有效组织也具有重要指导意义。
【英文摘要】：
Synchronous classroom is an important means to promote high-quality and balanced development of urban and rural education in the "Internet+" era. As the main practitioners, teachers are the key to achieve mutual benefit and sustainable development of schools at both ends. How to use synchronous classrooms to help teachers at both ends to develop has become the focus of research and practice. This study aims to explore the rules of synchronous classroom to promote teachers' professional development. The grounded theory is adopted and the experiences, feelings of teachers at both ends participating in synchronous classroom are obtained through in-depth interviews.