本文選題：課堂研究 + 實(shí)踐工作者�。� 參考：《華中科技大學(xué)》2016年博士論文

【摘要】：在當(dāng)前教育研究中,專業(yè)研究者與實(shí)踐工作者處于一種人為的“疏離”狀態(tài),課堂理論研究陷入“異化”的境地。長期以來,人們對此的問責(zé)和批判促使我們審慎地思考問題癥結(jié)之所在,并探尋雙方相互溝通的路徑。而課堂研究作為理論與實(shí)踐雙向建構(gòu)的研究方式,為理論與實(shí)踐、專業(yè)研究者與實(shí)踐工作者提供了互通的“渠道”和“走到一起來”的平臺。本文主要圍繞什么是課堂研究,課堂研究的主體、對象、方式與過程展開,探尋兩類研究主體進(jìn)行課堂研究的狀況；目的在于通過這些方面的審視與反思,進(jìn)一步完善和建構(gòu)課堂研究的理論體系。本研究主要采用文獻(xiàn)研究法、內(nèi)容分析法、訪談法、案例分析法與對比分析法展開研究。論文利用文獻(xiàn)計量學(xué)中的內(nèi)容分析法,以中國知網(wǎng)所收錄的“課程與教學(xué)理論”研究的文獻(xiàn)數(shù)據(jù)內(nèi)容為分析對象,中圖分類號“G42*”為檢索詞,對課堂研究的主體進(jìn)行作者詞頻分析,對課堂研究的對象進(jìn)行關(guān)鍵詞詞頻分析,分別繪制課堂研究的作者詞頻以及關(guān)鍵詞詞頻知識圖譜；論文運(yùn)用訪談法、案例分析法與對比分析法,進(jìn)一步闡釋和證明課堂研究主體的構(gòu)成與行為表現(xiàn)方面、研究對象的認(rèn)識與把握方面分別存在的問題,從而提出相應(yīng)的轉(zhuǎn)化路徑；運(yùn)用訪談法、案例分析法與對比分析法具體呈現(xiàn)與分析課堂研究的方式、課堂研究的過程,并剖析各自有待改善之處,進(jìn)而提出整合措施與基本趨向。在當(dāng)前課堂研究中,專業(yè)研究者作為課堂研究主體是“凸顯”的,而實(shí)踐工作者則是“弱化”的；雙方都習(xí)慣于按各自的“做事規(guī)則”和“思維方式”行動,并由此導(dǎo)致雙方的“貌合神離”；因此,需要正視他們差異的基礎(chǔ)上促使其相互影響和轉(zhuǎn)化：即不只是作為“單面人”,而以“雙面人”存在。若使其承擔(dān)起這種雙重角色,就要在研究身份、價值觀、研究方式、思維形式、文化體驗(yàn)等方面獲得“新生”。在課堂研究對象方面,實(shí)然上多以宏觀的、抽象的問題為研究對象,而不是直接面對課堂實(shí)踐中的具體問題；通過對課堂研究實(shí)然對象與應(yīng)然對象之間的矛盾進(jìn)行批判與反思,提出課堂研究的對象認(rèn)識與把握需要轉(zhuǎn)換：即在面對問題性的研究對象時,要求研究者轉(zhuǎn)變對待問題的態(tài)度與視角,以關(guān)系性思維探究問題,強(qiáng)調(diào)以質(zhì)性研究面對問題,注重系統(tǒng)動態(tài)地把握問題。在課堂研究方式上,兩類研究主體采用的方式各有偏頗,并由此造成了因“各用所長”而致的研究方式的“二分”；基于此對不同的研究方式進(jìn)行批判性反思,提出不同研究方式的整合,應(yīng)從“各用所長”到基于合作的行動、反思和對話；并從建構(gòu)雙方合作研究的文化與評價機(jī)制方面提供相關(guān)保障。在課堂研究過程中,存在著專業(yè)研究者進(jìn)行的“文本模式”的研究過程,實(shí)踐工作者開展的“日常模式”與“行動模式”兩種研究過程；通過與課堂研究應(yīng)然過程的比較分析發(fā)現(xiàn),不同模式都在“實(shí)踐環(huán)節(jié)”的某些方面存在不同程度的問題,因此,課堂研究的過程需要走向課堂實(shí)踐：到日常課堂實(shí)踐中進(jìn)行“田野研究”,以真正體現(xiàn)專業(yè)研究者的實(shí)踐關(guān)懷；并在此過程中進(jìn)行理論的引導(dǎo)與建構(gòu),以實(shí)現(xiàn)雙方的理解與對話。
[Abstract]:In the current educational research, the professional researchers and the practice workers are in a "alienation" state and the study of classroom theory falls into the "alienation" situation. For a long time, people's accountability and criticism has prompted us to think carefully about the crux of the problem and explore the path of mutual communication between the two sides. Theory and practice, professional researchers and practice workers provide a platform for "channel" and "come together" for both theory and practice. This paper focuses on what class research is, the subject, object, way and process of the class research, and explore the situation of the two types of research subjects in the classroom. The purpose of this study is to further improve and construct the theoretical system of classroom research through the examination and reflection of these aspects. This study mainly uses literature research, content analysis, interview, case analysis and comparative analysis. The paper uses the content analysis method in bibliometrics to take the "Curriculum" of Chinese knowledge net. The content of the literature data of the study of teaching theory is the object of analysis, and the middle map classification number "G42*" is the retrieval word. The author carries out the author's word frequency analysis to the subject of the class research, and carries out the keyword frequency analysis to the object of the class research, and draws the author's word frequency and the key word frequency knowledge atlas respectively. The case analysis method and the contrast analysis method further explain and prove the composition and behavior of the subject of the class, the problems in the understanding and grasp of the subject, and then put forward the corresponding transformation path, and use the interview method, the case analysis method and the contrast analysis method to present and analyze the classroom research, and the classroom In the current classroom research, the professional researchers are "highlighted" as the subject of the class research, while the practice workers are "weakening"; both are used to act according to their own "rules of action" and "mode of thinking", and This leads to the "look of the two sides"; therefore, we need to face up to their differences and promote their mutual influence and Transformation: not just as "one sided person", but "double sided". If it is to undertake such dual roles, it is necessary to acquire the identity, values, research methods, thinking forms, cultural experience and so on. "Freshman". In the field of classroom research, the object of the study is mostly based on the macro and abstract problems, rather than directly facing the specific problems in the classroom practice. By criticizing and reflecting on the contradiction between the actual objects and the objects that they should be in the classroom, it is proposed that the knowledge and grasp of the object of the class study need to be transformed: that is, In the face of the subject of problematic research, researchers require the researchers to change their attitude and perspective, explore the problems with relational thinking, emphasize the problem of qualitative research, and pay attention to the systematic and dynamic grasp of the problems. In the way of classroom research, the ways of the two types of research subjects are biased and thus cause the "use of the director". The "two points" of the research methods, based on the critical reflection on different research methods, and the integration of different research methods, should be from "the use of the director" to the cooperative action, reflection and dialogue, and to provide the relevant guarantee for the construction of the culture and evaluation mechanism of the cooperative research between the two parties. In the study process of "text pattern" carried out by professional researchers, two research processes of "daily mode" and "action mode" carried out by the practice workers; through the comparison and analysis of the course of the classroom study, it is found that different modes have different degrees of problems in some aspects of the "practice link", so the classroom research is studied. The course of the study needs to go to the classroom practice: to carry out "field research" in the daily classroom practice in order to truly reflect the practical concern of the professional researchers, and to carry out the guidance and construction of the theory in this process, so as to realize the understanding and dialogue between the two sides.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G424.21
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本文編號：1900316