【作 者】：
周釜宇， 张立国， 刘晓琳， 林攀登， 贺宝勋
【关 键 词 】：
同步课堂； 集体心理所有权； 城乡教师； 实践共同体； 影响因素
【栏 目】：
学科建设与教师发展
【中文摘要】：
教育数字化转型进程中，同步课堂已成为缓解城乡义务教育优质师资供给失衡新的战略选择。然而，同步课堂质量一直饱受诟病，被视为“别人家的田”，教师成为“要我教”的被动执行者等问题已成为不争的事实，城乡教师是否共同认为同步课堂属于“我们的”心理体验将直接影响协同教学质量。研究采用扎根理论，深度挖掘同步课堂中城乡教师集体心理所有权的核心影响因素，探究如何让城乡教师从“要我教”向“我要教”转变。研究以20对城乡教师为研究对象，通过访谈、课例观察等方法搜集数据，经过三级编码分析发现：集体控制权小、集体投入少、关系不亲密是教师集体心理所有权偏低的直接原因，组织支持不充分、绩效回报与预期收益的偏差以及活动模式对传统课堂的沿用是教师集体心理所有权偏低的主要原因，数字时代的全新课堂与传统工业时代形成的推进机制之间的矛盾正是造成以上诸多问题的根源所在。总体而言，披着数字外衣的“同步课堂”并非真正意义上的同步课堂，唯有以机制创新为根本，以推进外生动力与内生动力耦合为核心，以建设专业实践共同体为关键，提高教师集体心理所有权，推动教师像同步课堂的“主人翁”那样行动，才能持续提高同步课堂的教学质量。
【英文摘要】：
In the process of digital transformation of education, synchronous classrooms have emerged as a strategic solution to address the imbalance in the availability of high-quality teachers in urban and rural compulsory education. However, the quality of synchronous classrooms has come under criticism due to issues such as teachers feeling like passive executors of instruction and perceiving the classrooms as someone else's domain. The collective perception of urban and rural teachers regarding synchronous classrooms as their own directly impacts the quality of collaborative teaching. This study utilizes grounded theory to explore the core factors influencing collective psychological ownership (CPO) among teachers in synchronous classrooms, with the aim of transitioning them from being asked to teach to wanting to teach. The study takes 40 teachers as research subjects and gathers data through interviews, lesson observations, and other methods. Three-level coding analysis reveals that limited collective control, minimal collective input, and lack of intimacy in relationships are direct causes of low CPO among teachers. Furthermore, insufficient organizational support, performance rewards not matching expected benefits, and the persistence of traditional teaching models contribute to low CPO. These issues stem from the conflict between the new classroom in the digital era and the mechanisms established during the traditional industrial era. Overall, the "synchronous classroom" in digital clothing is not a real synchronous classroom. To address these challenges and improve the quality of synchronous classroom teaching, it is crucial to fundamentally innovate mechanisms, align external and internal driving forces, establish a professional community of practice, enhance teachers' CPO, and empower teachers to take ownership of their roles as masters in synchronous classrooms.