【作 者】：
陈文峰， 崔亚萌， 汪基德
【关 键 词 】：
名师课堂； 网络研修； 乡村教师； 教师专业发展； 互动仪式链
【栏 目】：
学科建设与教师发展
【中文摘要】：
“名师课堂”作为一种典型的网络研修模式，注重名师与乡村教师间的互动与协作，已成为我国促进乡村教师专业发展的重要举措。已有研究从不同方面对“名师课堂”进行了宏观探讨，但并未立足微观网络研修情境进行深入剖析，因而难以从根本上解决其边际效用递减问题。借鉴互动仪式链理论对微观情境的研究框架，深入剖析网络情境中“名师课堂”的互动仪式，揭示其促进乡村教师专业发展的微观机理，并通过深度访谈和参与式观察，发现“名师课堂”主要存在三大问题：身体在场不足，乡村教师情感能量微弱；关注焦点混沌，网络研修互动仪式乏味；身份符号式微，乡村教师身份认同缺失。因此，可进一步重构教育元宇宙空间，以多维度对话促进情感能量流通；构建网络研修画像，以多模态课堂数据赋能主题研修；提高职业身份认同，以教育家精神引领乡村教师发展。
【英文摘要】：
"Master teacher classroom" is a typical online training model, in which the interaction and collaboration between master teachers and rural teachers has been emphasized, and this model has become an important initiative to promote the professional development of rural teachers in China. Studies have explored the "master teacher classroom" from different aspects on a macro level, but have not made in-depth analysis on a micro level, thus failing to fundamentally address the problem of diminishing marginal utility. Drawing on the research framework of the interaction ritual chains theory on macro contexts, this study deeply analyzed the interaction rituals of " master teacher classroom" in online contexts, and revealed its micro mechanism for promoting the professional development of rural teachers. Through in-depth interviews and participatory observation, it is found that there are three major issues in "master teacher classroom": insufficient physical presence and then weak emotional energy of rural teachers; a chaotic focus and then dull interaction rituals of online training; weak identity symbols and then a lack of identity of rural teachers. Therefore, the educational metauniverse can be further reconstructed to promote the flow of emotional energy through multi-dimensional dialogue; online training portraits can be constructed to empower the thematic training with multimodal classroom data; and the professional identity can be improved to lead the development of rural teachers with the spirit of educators.