|
|
- 2017
美国教师研究运动的形成、衰落与复苏
|
Abstract:
美国教师研究运动发展轨迹的独特性在于其经历了形成、衰落，以新的姿态复苏的曲折历程。具体而言，美国的教师研究是起源于行动研究的一种“群体合作”性质的研究。20世纪50年代因面临外部压力和内部困境，教师研究走向衰落。80年代开始，国家教育政策的变化、大学教育研究者的支持以及民间教育力量的凸显共同促使美国教师研究运动以崭新的姿态重新回归教育舞台，自此之后作为一种新的研究范式，教师研究逐渐在美国教育改革中发挥着重要的作用。
The unique characteristic of American teacher research movement is that it went through a tortuous course of development: formation, decline and revival. More specifically, teacher research in America originated from an action research which calls for 'group cooperation'. Due to the external pressures and internal predicament, it went into decline in the 1950s. Nevertheless, in the 1980s, as a result of changes in the national education policies and the support from higher education researchers and the growing importance of nongovernmental educational groups, American teacher research movement once again came back to the educational world with an entirely new outlook. Since then, teacher research, as a new research paradigm, has been playing an increasing important role in the American educational reform
| [1] | LEWIN K. Resloving social conflicts[M].New York:Harper & Brothers, 1948. |
| [2] | THELEN H A, TYLER R W. Implications for improving instruction in the high school. In N.B.Henry(Ed.), Learning and Instruction[M]. Forty-Ninth Yearbook of the National Society for the Study of Education, Part2.Bloomington, IL:Public School Publishing.1950. |
| [3] | 刘良华. 行动研究的史与思[D]. 上海: 华东师范大学博士学位论文, 2001. |
| [4] | 宁虹. "教师成为研究者"的理解与可行途径[J]. 比较教育研究, 2002(1): 48-52. |
| [5] | BUCKINGHAM, Burdette R. Research for teachers[M].Silver, Burdette and Company, 1926. |
| [6] | Sarah Witham Bednarz. Using action research to implement the national geography standards: teachers as researchers[J]. Journal of Geography, 2002, 101(3): 103-111. DOI:10.1080/00221340208978481 |
| [7] | CORMAN B R. Action research: a teaching or a research method?[J]. Review of Educational Research, 1957, 27(5): 545-547. |
| [8] | HODGKINSON H L. Action research:a critique[J]. The Journal of Educational Sociology, 1957, 31(4): 137-153. DOI:10.2307/2264741 |
| [9] | MARY W. Olson. The teacher as researcher: a historical perspective.In. Mary W. Olson, editor. Open the door to classroom research[M]. International Reading Association, 1990. |
| [10] | 李方安. 二十世纪西方教师研究运动发展脉络与启示[J]. 华东师范大学学报(教育科学版), 2009(4): 24-29. |
| [11] | 范敏. 西方教师研究运动形成的历史透视[J]. 全球教育展望, 2015(3): 86-97. |
| [12] | LOWRY C D.The Relation of superintendents and principles to the training and professional improvement of their teachers. Seven Yearbook of the National Society for the study of Education[M]. PartI.Chicago: University of Chicago Press, 1908. |
| [13] | COLLIER J. United States Indian administration as a laboratory of ethnic relations[J]. Social Research, 1945(12): 300 |
| [14] | 陈晓端, 闫福甜. 当代美国教育改革六次浪潮及其启示[J]. 陕西师范大学学报(哲学社会科学版), 2007(6): 96-97. |
| [15] | 赵中建. 美国80年代以来教师教育发展政策述评[J]. 全球教育展望, 2001(9): 72-78. |
| [16] | MARILYN C S and SUSAN L L. Research on teacher and teacher research: the issues that divide[J]. Educational Researcher, 1990, 19(2): 2-11. DOI:10.3102/0013189X019002002 |
| [17] | 佐藤学. 课程与教师[M]. 钟启泉, 译. 北京: 教育科学出版社, 2003. |
| [18] | GOSWAMI P, STILLMAN P. Reclaiming the classroom: Teacher re-search as an agency for change[M]. Upper Montclair, NJ: Boynton/Cook, 1987. |
| [19] | KATHERINE P. McFarland and John C.Stansell.Historical perspectives. In. Leslie Patterson, Carol Minnick Santa, Kathy G.shot, Karen Smith. Teachers are Researchers: Reflection and Action[M]. International Reading Association, 1993. |
| [20] | 韦斯特伯里, 威尔科夫主编. 科学、课程与通识教育: 施瓦布选集[M]. 郭元祥, 乔翠兰, 主译. 北京: 中国轻工业出版社, 2008. |
| [21] | 方展画. 美国教育改革的新动议及困境[J]. 外国教育研究, 1990(1): 55-59. |
| [22] | CORRINE E. Glesne. Yet another role? the teacher as researcher[J]. Action in Teacher Education, 1991(1): 7-13. |
