【作 者】：
蔡慧英， 董海霞， 权国龙
【关 键 词 】：
基于设计的实施研究； 教师专业成长； 图示化支架； 学习科学； IMPG模型
【栏 目】：
学科建设与教师发展
【中文摘要】：
通过多年发展，学习科学研究领域积累了大量指导教师创新教学的方法。但它们较难在教学过程中被教师采纳并实践，这不利于推动我国教育教学的创新发展。为了形成促进教师采纳创新教学方法的优化策略，采用基于设计的实施研究方法，研究者与教师协同设计并实施了整合图示化支架的创新教学实验。借助教师专业成长互联模型，对教学实验中教师的教学反思数据进行了质性编码与分析。研究发现，在采纳创新教学方法的过程中，教师的转变行为具有先关注外在教学实践条件和结果，再关注自身发展的特点；并且，教师的转变行为是在路径依赖与能动发展的动态博弈过程中得以发展，较少会受到学习者学习行为和结果的影响。基于对教师转变行为规律的洞察，提出促进教师采纳创新教学方法的优化策略。这不仅能助力我国教师创新教学能力的提升，为教师专业发展提供指导，还能助推学习科学研究领域中的理论成果在真实教学场景中落地应用，服务我国教育教学的创新发展。
【英文摘要】：
Through years of development, the field of learning science research has accumulated a large number of methods to guide teachers in innovative teaching. But they are difficult to be adopted and practiced by teachers, which is not conducive to promoting the innovative development of education and teaching in China. In order to form an optimization strategy to promote teachers to adopt innovative teaching methods, the researcher and teachers collaborate to design and implement an innovative teaching experiment integrating graphic scaffolding by using design-based implementation research method. With the help of the connected model of teacher professional growth, qualitative coding and analysis of teachers' teaching reflection data in teaching experiment are carried out. It is found that in the process of adopting innovative teaching methods, teachers' transformational behaviors are characterized by a focus on external teaching practice conditions and results first, and then on their own development. Moreover, teachers' transformational behaviors are developed in the dynamic game process of path dependence and dynamic development, and are less affected by learners' learning behaviors and outcomes. Based on the insight into the pattern of teachers' transformational behavior, the optimization strategy of promoting teachers to adopt innovative teaching methods is put forward. This can not only help to improve the innovative teaching ability of teachers in China, provide guidance for their professional development, but also help the theoretical achievements in the field of learning scientific research to be applied in real teaching scenarios, and serve the innovative development of education and teaching in China.