专业学习共同体对化学全日制教育硕士课堂教学的影响

收集3位化学全日制教育硕士在中学实践过程中文本、视频等资料,采用个案研究、文本分析、课堂观察的质化方法,利用化学课堂教学系统构造模型对专业学习共同体多元成员的干预以及实践过程中化学全日制教育硕士的课堂教学进行分析和比较。结果表明:化学全日制教育硕士的课堂教学在专业学习共同体的干预下,发生了显著的变化,构造模型中的各个教学要素均有不同程度的提升,专业学习共同体中不同成员对全日制教育硕士教学的干预内容、作用效果、影响程度有所差异,并在此基础上建立教学变化模型。多元成员的专业学习共同体可以促进全日制教育硕士的教学发展,为教育硕士的培养改革提供了一种可供参考的实践干预范式。

The Influence of Professional Learning Community on Classroom Teaching of Chemistry Full-Time Education Masters

This study collects texts, videos and other materials from three chemistry full-time education masters in the middle school practice process, using qualitative methods such as case studies, text analysis, classroom observations. The chemistry classroom teaching system construction model is used to analyze and compare the intervention of the multi-member professional learning community and the classroom teaching of the full-time education master in the practice process. The results show that the teaching of the full-time education master has significant changes under the intervention of the professional learning community. Each teaching element in the construction model has been improved to varying degrees. Different members in PLC have different intervention content, effect and influence degree on the development of full-time education master’s teaching. On this basis, a teaching change model is established. The multi-member professional learning community can promote the development of the full-time education master and provide a reference practice intervention paradigm for the reform of the master.