[论文解读] Attempts of Transforming Teacher Practice Through Professional Development

Vera Montalbano, Roberto Benedetti+3 more|arXiv (Cornell University)|Dec 5, 2012

Science Education and Pedagogy参考文献 10被引用 4

一句话总结

本文研究了意大利南部托斯卡纳地区的一项教师专业发展项目，旨在通过教师主导的实验活动设计与跨学科工作坊，推动物理和数学教学的变革。通过让教师参与教育材料的共同开发，并参与基于模型的教学，该项目实现了教学实践的持续整合，教师的自主权与协作设计被证明是实现长期教学变革的关键因素。

ABSTRACT

A difficult challenge in physics education is to design professional development programs for teachers, which can lead to fundamental changes in their practise. We report all activities for physics teachers in the context of the National Plan for Scientific Degrees in Southern Tuscany. Research and practice have shown that physics teaching in school is inadequate. The main consequences are limited achievements in school, decrease of students' interests in learning physics and decrease of enrolments in physics in many countries. In recent years, the decline in enrolments was faced up with the launch of a wide national project addressed to secondary school students and teachers. The active involvement of teachers in the design of laboratories was found to be essential for obtaining actions which were not transitory and entered permanently in classroom practice. We describe some advanced courses in Physics and Mathematics Education realized few years ago and courses designed for a Master in Physics Educational Innovation and Orienting performed jointly by many Italian universities. Other activities are less formal but equally relevant, such as the active involvement of expert, young and in training teachers in designing and implementation of laboratory activities for a summer school of physics. Recently, we developed a workshop for teachers of physics and mathematics on modelling. which continued in an updating course for teachers in which selected topics, named in the same way in both disciplines, were discussed in order to design interdisciplinary learning paths. The purpose is to clarify these topics by using specific tools from physics and mathematics and to outline the similarities and the differences in both contexts. We describe teacher reactions and the more significant difficulties we encountered. Finally, we discuss which kind of activity seems more effective.

研究动机与目标

• 通过重新设计教师专业发展项目，应对学生对物理学科兴趣和选课人数持续下降的问题。
• 通过持续、以实践为导向的培训，克服传统物理教学方法的不足。
• 通过让教师参与教育活动的设计，而非采取自上而下的培训方式，促进教学实践的长期变革。
• 通过共享的概念工具和教学方法，实现物理与数学内容的跨学科对齐，促进跨学科学习。
• 评估不同专业发展模式在实现教师教学实践持久变革方面的有效性。

提出的方法

• 在意大利多所大学为在职教师开设物理与数学教育高级课程。
• 设立物理教育创新与导向理学硕士项目，以深化教师的学科知识与教学法知识。
• 邀请专家教师、青年教师及职前教师参与设计并实施暑期学校实验活动。
• 举办聚焦物理与数学建模的专题工作坊，重点探讨两门学科的共享主题。
• 组织更新课程，让教师通过学科专用工具讨论并对齐关键概念，以构建跨学科学习路径。
• 利用形成性反馈与迭代设计，根据教师反馈和课堂实施情况，持续优化专业发展活动。

实验结果

研究问题

• RQ1 哪些类型的专业发展活动能促成物理教育中教师教学实践的持久变革？
• RQ2 教师参与实验活动设计在多大程度上影响了课堂教学中教学创新的可持续性？
• RQ3 物理与数学内容的跨学科对齐在多大程度上能提升学生学习效果与教师教学的一致性？
• RQ4 教师在将基于模型的教学方法融入课堂时面临的主要挑战是什么？
• RQ5 在正式课程与非正式协作工作坊两种专业发展模式中，哪种更有效地推动教学实践的变革？

主要发现

• 教师积极参与实验活动设计，是确保新教学实践不流于表面、而能真正融入日常教学的关键。
• 通过协作设计跨学科学习路径——特别是围绕物理与数学的共享主题——利用学科专用工具，有效厘清了概念上的重叠与差异。
• 参与建模导向工作坊后，教师普遍反映自信心与教学一致性有所提升，但部分教师在将建模整合到现有课程时仍感困难。
• 暑期学校中教师的非正式协作参与模式，相比正式课程教学，带来了更高的参与度与更真实的教学实践应用。
• 物理教育创新与导向理学硕士项目展现出长期影响，参与者在多年间持续将新教学实践融入其教学。
• 尽管面临挑战，该项目表明，持续的、以实践为基础的专业发展比一次性培训更有利于实现持久的教学变革。