The Impact of County-Level Open Classes on Teacher Professional Development
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摘要: 具有强烈中国特色的教研员已是促进教师专业发展的重要指导力量。本研究以活动理论为研究框架，基于对20位教师的深度访谈文本进行质性分析，探究教研员在指导教师执教区县级公开课活动时影响教师专业发展的过程机制与结果。研究显示：教研员通过为教师提供专家知识以及与教师共享教育价值观，使公开课活动在相当大程度上实现了“学生为本”的教学目标追求，助力教师建构能力模式的专业性，为教师专业发展提供了有力支持。然而，教研员指导中内含的“隐性权力”，区县级公开课活动本身所承担的“最佳教学实践”示范以及“官方”新课程改革要求展示的特殊使命，使得教师需要在教研员之“纲”下开展研究，建构出了表现模式的专业性。在区县公开课活动中，教研员与教师分别成为国家课程地方化的设计者与实施者。研究进一步就优化区县公开课活动，更好服务教师专业发展提出以下建议：建构公开课的分层分类机制，重塑教研员角色，强化学校支持体系以及提升教师的专业自主权等。Abstract: Teaching-research officers, with strong Chinese characteristics, are an important force in promoting teachers' professional development. This study employs the Activity Theory as the analytical framework to investigate the process mechanisms and outcomes by which teaching-research officers influence teacher professional development during county-level open class activities. Qualitative analysis was conducted based on in-depth interviews with 20 teachers. The study revealed that teaching-research officers, by providing teachers with expert knowledge and sharing educational value orientations with teachers, enabled the open classes to largely achieve the student-centered instructional objectives, empowered teachers to construct a competence-oriented professionalism, and offered strong support for their professional development. However, the power techniques inherent in the guidance of teaching-research officers, and the unique mission of county-level open class activities as demonstrations of 'best teaching practices' and official requirements for new curriculum reform also required teachers to conduct research within the framework set by teaching-research officers, leading teachers to construct a performance-oriented professionalism. Consequently, teaching-research officers and teachers respectively become the designers and the implementers of the localization of the national curriculum. The research further proposes recommendations to make county-level open class activities better support teachers' professional development. These include constructing a tiered and categorized mechanism for open classes, strengthening school support systems, and enhancing teachers' professional autonomy, and so on.
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表 1 访谈对象信息及编码
职位 编码 教龄（年） 职位 编码 教龄（年） 校长2人 I-P-ZC 23 数学教师8人 I-T-YZ 7 I-P-L 26 I-T-LY 11 语文教师6人 I-T-WL 8 I-T-JY 9 I-T-MR 7 I-T-HY 6 I-T-JX 12 I-T-HM 14 I-T-XZ 7 I-T-MY 8 I-T-QX 7 英语教师4人 I-T-WJ 17 I-T-YS 13 I-T-XY 5 数学教师8人 I-T-XC 10 I-T-JW 6 I-T-RY 9 I-T-JJ 16 
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