【作者】 刘群英；

【导师】 胡惠闵；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 教研组在我国大陆中小学久已有之,曾作出过重要的历史贡献,但在当前教育背景下却越来越显示出不足。近年来,关于教研组“应该怎样”的论述或文章日益多见,但对于教研组究竟“是什么”的研究却乏人问津。本文试图从历史发展的视角,考察我国中小学教研组演变过程,探讨教研组的真正内涵。本文主要通过文献资料阅读整理、实地观察等方式收集各种相关资料,并从教研组的组织属性、主要活动内容、日常运作方式三个方面,对我国中小学教研组问题进行分析和研究。最初的教研组是以苏俄的教学法小组为参照而成立的,定位是“学科教师教学研究组织”。从教研组的实际演变来看,教研组一直就承担了相当的行政功能。早期的教研组活动既注重结合教学法和教育学理论研究教材教法,更注重组织教师进行集体备课,及政治、文化、业务知识与技能的集中学习。20世纪80年代以后教研组活动强调课题研究和教育理念学习,“教学研究”更关注经验与技能获得。早期的教研组活动强调教师的事前准备和活动过程中的各抒己见,更强调组长的主导作用和思想行为的整齐划一。20世纪末以来,教研组的运作采用了“戴明环”的思路。基于对教研组演变史的梳理及以上若干问题的分析,论文提出:以史为鉴,重新思考在中小学设置教研组的功能定位,改革教研组的活动内容与运作方式,以此促进教师的发展。论文认为:要使教研组回归“教师教学研究专业组织”的组织属性,在教研组教学研究活动中渗透学科教学法的思想,切实关注教师的专业发展。更多还原

【Abstract】 Teaching Research Group (TRG) has been in the primary and secondary schools of China’s mainland for a long time, and once made superexcellent contributions to our basic education. However, it shows more and more shortages under today’s educational backgrounds. Therefore, much more treatise or articles concerning TRG have been seen in recent years, but almost all of them focused on ’HOW SHOULD’ instead of ’WHAT’ . This study, from the perspective of history, aims to explore TRG’s historical evolution and ’WHAT’ the TRG truly is.Data were collected in different ways including documents analysis and on-site observation, and finally categorized into three inter-related parts for further analysis, that is: (1) organizational nature, (2) seminar contents, and (3) operating modes.Following the path of Soviet Russia’s Кафедра(Teaching Methodology Research Group, TMRG) , TRG was first defined as ’teaching research organization for subject teachers’ by central government. In light of practical situation, however, TRG has been never a pure ’teaching research organization’ but always assuming considerable administrative functions.Although the early seminar of TRG paid attention to teaching material and methods research based on educational theories such as Teaching Methodology and Pedagogy, it attached more importance to teachers’ collective preparation for lessons and collective study of politics, general knowledge and teaching knowledge or skills. In 1980s, TRG’s seminar turned to place emphasis on project research and educational idea study, while its ’teaching research’ started to lay much heavier stress on the acquiring of teaching skills and the elder teachers’ experience.Although the early operation of TRG paid attention to individual preparation in advance and each airing his own views in process, it laid a stronger emphasis on the dominant function of team leader and the uniform and even thought and behavior of teachers. And then, since the late 1900s, TRG’s operation has been acting up to the concepts of the ’ Deming Circle’ .Based on the review of TRG’s historical evolution and the analysis of its several questions described above, this study concludes that, taking history as a guide and mirror, to re-consider the function localization of TRG in our primary and secondary schools, and further transform its seminar contents and operating modes, so as to promote the teacher’s development. The study also gives some practical suggestions on TRG’s reformation which include: (1) try to make TRG return to the nature of ’professional organization for teacher’s teaching research’, (2) permeate the spirits and principles of Teaching Methodology in TRG’s seminar, and (3) DO concern the teacher’s professional development.更多还原