2023年第1期目录

新时代尊师重教的价值、意蕴与践行路径

——对二十大报告精神的解读

赵 英¹， 袁 丽²

（1.山西师范大学教育科学学院，山西太原030031；

2.北京师范大学教育学部，北京100875）

[摘要] 党的二十大报告将“弘扬尊师重教社会风尚”作为新时代加强教师队伍建设、办好人民满意的教育的重要内容做出部署安排。弘扬尊师重教社会风尚，旨在服务国之大者，为落实立德树人根本任务打下价值基础，为推进中华民族伟大复兴营造社会认同，为全面推进中国式现代化创造资源条件，为“办好人民满意的教育”保障中坚力量。弘扬尊师重教社会风尚，要科学把握新时代党和人民满意的好老师的群体特征，科学把握新时代教育强国建设的基本特征，并通过深化自尊自重、强化他尊他重的践行路径得以实现。

[关键词] 尊师重教；中国式现代化；价值；意蕴；践行路径

Fostering Public Respect for Educators and Encouraging Public Support for Education in the New Era: Value，Connotation and Practice Approach

ZHAO Ying¹,  YUAN Li²

（1.School of Education Science,Shanxi Normal University,Taiyuan,030031,China;

2.Faculty of Education, Beijing Normal University, Beijing,100875,China）

Abstract: The Report of the 20th National Congress of the CPC　makes arrangements to “Fostering Public Respect for Educators and Encouraging Public Support for Education” as an important part of strengthening the construction of the teaching force and developing education that meets the people’s expectations in the new era. The value of F＆E is carrying out the basic task of fostering virtue through education, advancing the great rejuvenation of the Chinese nation, building China into a great modern socialist country in all respects, developing education that meets the people’s expectations in the new era. Understanding the connotation of F＆E needs to scientifically grasp the group characteristics of good teachers that meets the Party and the people’s expectations in the new era and the foundational and strategic pillars of building a strong educational system.

Key Words: respect teachers and education, Chinese modernization, value, connotation, practice approach

循证教育视域下的课例研究：内涵、价值和具体举措

张春莉，杨 雪，曾 琦

（北京师范大学教育学部，北京 100875）

[摘要] 课例研究是在实践中发现问题、解决问题、改进问题的过程。循证教育则能够帮助教师获取实践中所产生的一系列证据，并应用这些证据进一步解决新的问题，从而形成逐渐优化、螺旋上升的课例研究新范式。这有助于课例研究成为基于证据的研究和跟进式研究，进而帮助教师形成最适切的教学方案。本研究对循证教育视域下的课例研究如何展开提出了详细的操作范式，并对实施过程中的关键点，即问题引导、多角度反馈、多次跟进以及数据支持加以深度分析，探寻循证研究视域下课例研究的新样态，突破课例研究在现实应用中的困难与瓶颈，以期实现深度教研的美好愿景。

[关键词] 循证教育；课例研究；具体举措

Lesson Study from the Perspective of Evidence-based Education: Connotation, Value and Concrete Initiatives

ZHANG Chun-li，YANG Xue，ZENG Qi

(Faculty of Education，Beijing Normal University，Beijing，100875, China)

Abstract: Lesson study is the process of finding, solving and improving problems in practice. Evidence-based education can help teachers obtain a series of evidence generated in practice, and use them to further solve new problems, thus forming a gradually optimized and spiraling new paradigm of lesson study. It will help the lesson study become evidence-based research and follow-up research, and then help teachers form the most appropriate teaching plan.This study proposes a detailed operational paradigm for how to carry out the lesson study in the perspective of evidence-based education, and makes in-depth analysis of the key points in the implementation process: problem guidance, multi-angle feedback, multiple follow-up and data support. It is expected to explore the new pattern of lesson study from the perspective of evidence-based research, and then break through the difficulties and bottlenecks in the practical application of lesson study, and realize the vision of in-depth teaching and research.

Key Words: evidence-based education, lesson study, concrete initiatives

循证教研：指向教师实践性知识生成的教研转型

吴雨宸¹ ，宋 萑^1，2 ，徐兴子³

（1.教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心，北京 100875；2. 青海省人民政府-北京师范大学高原科学与可持续发展研究院，青海西宁 810008；3.上海师范大学教育学院，上海 200233）

[摘要] 在教研活动开展的现实境况中，“研”的弱化和丧失使教研逐渐沦为浅表化、形式化的教学研讨，鲜有对实践中问题的深入反思与系统探究，教师实践性知识的生成也随之受到阻滞，因此，寻求教研的转型尤显重要。“循证教研”的新路向强调将实践筑建于证据之上重构问题、延缓判断、收集数据、指向改善、生成新知，促使教研回归“研”之本真。循证教研跨越研究和实践间的边界，教师使用边界物创设了一个超越二者的第三空间。通过问题的澄清，证据的筛选、评估、验证和迭代，教师在对证据和行动结果的不断协商中，突破与重组自身现有经验，渐进式地改善实践，实践性知识亦在此中不断生成与外化。

[关键词] 循证实践；教研转型；教师实践性知识

Evidence-based Teaching Research: the Transformation of Teaching Research towards the Development of Teachers’ Knowledge of Practice

WU Yu-chen¹, SONG Huan^1,2, XU Xing-zi³

(1. Center for Teacher Education Research of Beijing Normal University, Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education，Beijing ,100875, China;

2.Academy of Plateau Science and Sustainability, People’s Government of Qinghai province & Beijing Normal University, Xining, Qinghai,810008, China;3. School of Education, Shanghai Normal University, Shanghai, 200233, China)

Abstract: The weakening and loss of “research” makes teaching research (jiaoyan)gradually become teaching discussion, in which teachers rarely reflect on and explore problems in practice, and the development of teachers’ knowledge of practice is also hindered. Therefore, it is important to seek the transformation of the teaching research. This article proposes a new direction named “evidence-based teaching research”, which emphasizes building educational practice based on the evidence to reconstruct problems, suspend the conclusion, collect the data, improve the practice, and develop the new knowledge. Evidence-based teaching research crosses the boundary between research and practice. Teachers use boundary objects and create the third space. Through the clarification of questions, the selection, evaluation, application and iteration of the evidence, teachers reorganize their existing experience in the continuous negotiation of evidence and action results, and gradually improve the practice, in which teachers’ knowledge of practice is continuously developed2 and externalized.

Key words: evidence-based practice, the transformation of teaching research, teachers’ knowledge of practice

循证教师专业发展：基于批判实在主义的思考

周深几¹，陈思颖²

（1. 教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心，北京 100875；2. 杭州师范大学外国语学院，浙江杭州 311121）

[摘要] 随着循证理念逐步被推广，如何通过教师专业发展项目促进教师循证教学成为关键议题。当前，循证教学存在一些潜在问题。这些不仅是证据使用的方法论问题，其背后是循证教学中有关证据的本体论和认识论问题。本文尝试从批判实在主义视角审视并拓展对于循证教学的理解，并参考医学和护理领域中的相关研究，提出一个整合了批判实在主义视角的循证教师专业发展模型，以回应这些潜在问题。

[关键词] 循证教学；教师专业发展；批判实在主义

Evidence-based Teacher Professional Development: A Critical Realist Consideration

ZHOU Shen-ji¹, CHEN Si-ying²

(1.Center for Teacher Education Research of Beijing Normal University, Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education，Beijing ,100875, China;

2. School of International Studies, Hangzhou Normal University, Hangzhou, Zhejiang, 311121, China)

Abstract: Along with the rise in popularity of evidence-based practice, the facilitation of evidence-based teaching by in-service teachers becomes a central concern. There are some potential problems that are not merely methodological, but involve ontological and epistemological issues with “evidence”. By referencing works in the fields of medicine and nursing, this article attempts to present critical realist perspectives on evidence-based teaching. It provides a model for evidence-based teacher professional development in order to address these potential problems.

Key Words: evidence-based teaching，teacher professional development，critical realism

大先生引领教师身份建构的内涵、逻辑与体系

——兼论“强师计划”的导向意义

邓 磊¹，何鑫兴²

（1.西南大学教师教育学院，重庆 400715；

2.西南大学教育学部，重庆 400715）

[摘要] 大先生是高质量专业化教师队伍建设的产物。从理论层面，大先生是新时代对教师身份的新期待，兼具师道文化传承和教育思想衍生之意蕴。从逻辑层面，对大先生的呼唤反映了当代教师身份的演变，嵌套于党和政府的教育政策、法律和文件，对标了教育变革的实践需要。《强师计划》的出台有利于从价值上提升教师职业的社会认同，在制度上明确高素质专业化创新型教师队伍的建设目标，在实践中引领教师身份的体系建构。以《强师计划》为依据，可在职前职后各阶段以及遴选准入、培养培训、评价督导各方面，全过程多角度完善教师教育体系，切实贯彻培育大先生的时代使命。

[关键词] 大先生；教师身份；强师计划

Great Master Leads the Connotation, Logic and System of Teacher Identity Construction

——On the Guiding Significance of “Plan for Excellent Teachers”

DENG Lei¹，HE Xin-xing²

(1.College of Teacher Education,Southwest University, Chongqing，400715,China；

2.College of Education,Southwest University, Chongqing，400715,China)

Abstract: Great master is the product of the construction of a high-quality professional teaching team. From the theoretical level, great master is the new expectation of teachers identity in the new era, which has the implication of the inheritance of teacher’s ethics culture and the derivation of educational thoughts. From the logical level, the call for great masters reflects the  evolution of contemporary teachers’ identity, nested in the government’s educational policies, laws and documents, and benchmarks the practical needs of educational reform. The introduction of the “Plan for Excellent Teachers” is conducive to enhancing the social identity of teachers’ profession in terms of value, defining the construction goal of high-quality, professional and innovative teachers in the system, and guiding the system construction of teachers’ identity in practice. Based on the “Plan for Excellent Teachers”, we can improve the teacher education system from multiple angles in the whole process at all stages before and after service, as well as in all aspects of selection, access, training, evaluation and supervision, and earnestly implement the mission of the times to cultivate great masters.

Key Words: great master，teacher identity，plan for excellent teachers

教师培训流动空间：内涵、构成和建设路径

国建文，郭 绒

（教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心，北京 100875）

[摘要] 流动空间逐渐成为网络化社会中具有主导性的空间存在，但教师教育领域仍然缺乏对教师培训流动空间的全面认识和研究。本研究依循空间社会学理论、流动空间理论建构教师培训流动空间的内涵，探究教师培训流动空间的基本构成要素，认为其由信息技术支撑的基础设施，教师培训机构及其所关联的在地培训资源构成的节点与核心，以及培训管理组织三大物质层次构成。若要有序建设教师培训流动空间，需要搭建由信息技术支撑的汇通式基础设施，装备共享式的节点与核心，走向精英领导、多元主体平等参与的教师培训管理实践。

[关键词] 教师培训；流动空间；数字化

Flowing Space for Teacher Training: Connotation, Composition and Construction Path

GUO Jian-wen, GUO Rong

(Center for Teacher Education Research of Beijing Normal University, Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education，Beijing ,100875, China)

Abstract: As the dominant space in the networked society, flowing space has not been comprehensively understood and studied by the field of teacher education for the teacher training. The theory of space sociology, the theory of flowing space and so on are used to construct the connotation of flowing space for teacher training, and explore the basic elements of flowing space for teacher training. The three material levels such as the infrastructure supported by information technology, teacher training institutions and their associated local training resources, nodes and cores, and training management organizations with elite leadership and multi-subject participation are believed to compose it. To make the construction of an orderly flowing space for teacher training, it is necessary to build a converged infrastructure supported by information technology, equip shared nodes and cores, turn to the teacher training management practice of elite leadership and equal participation of multiple subjects.

Key Words: teacher training, flowing space, digitization

教师情感表达的调适机制探视：基于情感体制理论的考察

艾诗根

（重庆师范大学教育科学学院，重庆 401331）

[摘要] 教师情感表达是透过语言与非语言来清楚表达自己内在的情感体验和理解他人的情感感受的一种能力。情感表达是理解教师情感劳动的重要窗口，从情感体制理论的视角看，教师情感表达受制于多种调适机制的影响，相应聚焦于三个关键领域，即教育教学工作领域的整饰机制、人际互动领域的表演机制和教师身份构建领域的认同机制。教师情感表达在这三种调适机制之间穿梭，由此衍生出多种复杂的情感表达内容和方式，其共同点可能与教师赋予工作的意义有关，教师情感表达受制于情感规则的制约，而教师身份认同和人际互动情境又重塑教师对情感规则的感知和反思。

[关键词] 教师情感表达；情感体制；情感规则；自我表演；教师身份

The Adjusting Mechanisms of Teachers’ Emotional Expression from

the Perspective of Emotional Regime

AI Shi-gen

(School of Education Science,Chongqing Normal University,Chongqing,401331,China)

Abstract: Teachers’emotional expression is the ability to clearly express one’s own inner emotional experience and understand the emotional feelings of others through language and non-verbal communication.Emotional expression is an important window to understand teachers’ emotional labor.From the perspective of emotional regime theory,teachers’ emotional expression is subject to the influence of various adjustment mechanisms,and correspondingly focuses on three key areas,namely the managed system in the field of education and teaching,the performance system in the field of interpersonal interaction,and the identity system in the field of teacher identity construction.Teachers’ emotional expression shuttles between these three systems,which derives a variety of complex emotional expression content and methods.What they have in common may be related to the meaning that teachers give to their work,teachers’ emotional expression is restricted by emotional rules,while teacher’s identity and interpersonal interaction situations shape teachers’ perceptions and reflection of emotional rules.

Key Words: emotional expression of teacher, emotional regime, emotional rules, self-performance,teacher identity

教师教育者教学示范的类型、策略及其对教师学习者的影响

廖 伟¹ ，刘 淼²， 党 倩¹

（1.教育部普通高等学校人文社会科学重点研究基地北京师范大学教师教育研究中心，北京 100875；2.英国爱丁堡大学莫雷教育与体育学院，英国爱丁堡 EH8 9JU）

[摘要] 教学示范是教师教育者通过亲身示范以促进教师学习者教学能力提升的一种教师教育教学法。当前我国部分教师教育者缺乏对教学示范的系统认识与理性实践，导致教师学习者难以直观看见有效教学的实践样态及其背后的教育学逻辑，进而影响其教学能力的提升。本研究在系统梳理国内外相关理论与研究的基础上，结合研究者开展教师教育者培训的经验与反思，提出教师教育者教学示范的三大类型及其核心策略，即隐性指导类教学示范、显性指导类教学示范和合作探究类教学示范，分析了不同类型的教学示范对教师学习者的影响，并讨论了本研究对提升教师教育者教学示范效果、助推我国教师教育者队伍专业化、建构中国特色教师教育教学法理论的若干启示。

[关键词] 教师教育者；教学示范；教师学习；教师专业发展

The Types and Strategies of Teacher Educators’ Instructional Modeling and Their Influences on Teacher Learners

LIAO Wei¹, LIU Miao², DANG Qian¹

(1. Center for Teacher Education Research of Beijing Normal University, Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education，Beijing ,100875, China;

2.University of Edinburgh，Moray House School of Education and Sport，Edinburgh，EH8 9JU，United Kingdom)

Abstract: Instructional modeling is a type of teacher education pedagogy through which teacher educators demonstrate their own teaching practices to help enhance the teaching ability of teacher learners. At present, some teacher educators in our country lack a systematic understanding and reasoned practice of instructional modeling. This situation makes it difficult for teacher learners to directly see the practical enactment of effective teaching and the underlying pedagogical logic, which compromises the development of teacher learners. Based on our systematic review of related literature and practical engagement with and reflection on teacher educator development programs, we propose a typology of teacher educators’ instructional modeling and their core strategies. These include implicit instructional modeling, explicit instructional modeling, and collaborative exploratory instructional modeling. The study also analyzes the impact of different types of instructional modeling on teacher learners. It also discusses the implications for improving teacher educators’ instructional modeling practices, informing the advancement of teacher educator workforce development, and fostering the development of indigenous teacher education theories with Chinese characteristics.

Key Words: teacher educator, instructional modeling, teacher learning, teacher professional development

面向教育优质均衡发展：教师交流轮岗制度的反思与重构

焦龙保

（北京师范大学教育学部，北京 100875）

[摘要] 反思现行教师交流轮岗制度推进中产生的问题，发现其主要源于对教师个体理性的忽略和教学技术化的认识，遵循的仍是促进教育资源均衡配置的逻辑。而今，随着新时代教育发展迈入优质均衡的新阶段，以师资均衡为逻辑导向的轮岗制度与当下追求优质均衡的逻辑不相适应。因此，立足于教育优质均衡发展，教师交流轮岗制的逻辑应由“配置式均衡”转向“发展式均衡”，教师认识也随之从“人力资源观”向“专业资本观”转变，以交流轮岗为契机促进教师专业发展，进而提高教育教学质量。需要将专业资本作为重构教师交流轮岗制度认识论的视角，重新认识轮岗教师及其教学实践，克服当前认识局限性所带来的问题，更好地满足教育优质均衡发展的需要。

[关键词] 教师交流轮岗制；教育优质均衡；专业资本；人力资源

Towards Quality and Balanced Development of Education:Rethinking and

Reconstructing the Teacher Communication and Rotation System

JIAO Long-bao

(Faculty of Education,Beijing Normal University,Beijing,100875,China)

Abstract: Reflecting on the problems arising from the advancement of the current teacher communication and rotation system, it is found that the main reason is the neglect of teachers’ individual rationality and the perception of the technicalization of teaching, following the logic of promoting the balanced allocation of educational resources. Nowadays, as the development of education in the new era moves into a new stage of quality and balance, the rotation system, which is logically oriented to the balance of teachers, is clearly incompatible with the current logic of pursuing quality and balance. Therefore, based on the development of quality and balanced education, the logic of the teacher communication and rotation system should be shifted from “allocation-based balance” to “development-based balance”, and the understanding of teachers should also be shifted from “human resources view” to “professional capital view”. “The logic of the teacher communication and rotation system should therefore be shifted from an ‘allocative balance’ to a ‘developmental balance’, and teachers’ perceptions should be changed from a ‘human resource perspective’ to a ‘professional capital perspective’”. Professional capital is used as a lens to reconstruct the epistemology of the teacher communication and rotation system, to reconceptualise teachers and their teaching practices, to overcome the problems caused by the current limitations of understanding, and to better meet the needs of quality and balanced development of education.

Key Words: teacher communication and rotation system, quality and balanced education, professional capital, human resources

乡村义务教育师资配置脆弱性：时空分异与风险规避

——基于BP神经网络模型

蔡文伯¹，达选莹¹，赵志强²

(1.石河子大学师范学院，新疆石河子 832003；2.厦门大学教育研究院，福建厦门 361005）

[摘要] 优化乡村义务教育师资配置是加快高质量教育体系建设、实现城乡一体化均衡发展的基本诉求。本研究借助DPSIR概念模型设计了包含师资配置风险水平和应对能力的脆弱性评价指标体系，利用2016-2020年31个省份城镇义务教育师资配置数据训练出BP神经网络模型对乡村义务教育师资配置脆弱性进行评价，进而通过权值系数计算各评价指标权重。结果表明：2016-2020年乡村师资配置脆弱性呈下降趋势，但存在“东低西高”脆弱性局面；小学阶段乡村师资配置比初中阶段乡村师资配置更加脆弱；11项评价指标对乡村义务教育师资配置脆弱性的影响有主次之分。为此，应努力缩小师资配置的空间差异，提升小学阶段师资配置水平，优化师资队伍结构。

[关键词] 乡村义务教育；师资配置；脆弱性；BP神经网络

Temporal and Spatial Differentiation and Risk Avoidance of the Vulnerability of the Allocation of Teachers in Rural Compulsory Education

——Analysis Based on BP Neural Network

CAI Wen-bo¹, DA Xuan-ying¹, ZHAO Zhi-qiang²

(1.Teachers College, Shihezi University, Shihezi, Xinjiang, 832003, China;2.Education Research Institute, Xiamen University, Xiamen, Fujian, 361005, China)

Abstract: Optimizing the allocation of teachers for rural compulsory education is the basic demand for speeding up the construction of high-quality education system and achieving integrated urban-rural balanced development. This research uses the DPSIR conceptual model to design a vulnerability evaluation index system including teacher allocation risk level and coping ability, and uses the 2016-2020 urban compulsory education teacher allocation data in 31 provinces to train a BP neural network model to evaluate the vulnerability of rural compulsory education teacher allocation. Then, the weight of each evaluation index is calculated by the weight coefficient. The results show that: from 2016 to 2020, the vulnerability of rural teacher allocation is on the decline, but there is a situation of “low in the east and high in the west”; the allocation of rural teachers in primary schools is more fragile than that in junior high schools; The impact of 11 evaluation indicators on the vulnerability of teacher allocation in rural compulsory education is primary and secondary. To this end, efforts should be made to narrow the spatial differences in the allocation of teachers, improve the level of teacher allocation in primary schools, and optimize the structure of the teaching staff.

Key Words: rural compulsory education, allocation of teacher resources, vulnerability, BP neural network

小学科学课堂师生互动中教师话语的类型及其对学生概念理解的作用

高潇怡¹，吕雅洁²，刘文莉³

（1.北京师范大学教育学部，北京 100875；

2.齐鲁师范学院教师教育学院，山东济南 250200；

3.北京第一实验学校，北京 101118）

 [摘要] 师生互动对学生的科学概念理解具有重要作用。研究以15节“一师一优课国家教育资源服务平台”中的小学科学课视频为研究对象，基于“社会文化话语分析”的取向，对截取的103个师生互动片段进行编码，采用描述性统计和滞后序列分析，结合具体的片段情境，探究小学科学课堂师生互动中教师话语的类型及其对学生概念理解的作用。研究发现，小学科学课堂师生互动中教师话语可分为8类，其中的模拟和假设话语（MOD）、监控话语（MON）、沟通话语（COM）和质疑话语（CHA）等有助于促进学生的深度概念理解。建议科学教师对课堂师生互动的过程引起重视并作出改进。

 [关键词] 概念理解；师生互动；话语分析

The Types of Teachers’ Discourse and Its Effect on Students’ Conceptual Understanding Between Teacher-Student Interaction in

Primary School Science Classroom

GAO Xiao-yi¹, LV Ya-jie², LIU Wen-li³

(1.Faculty of Education, Beijing Normal University, Beijing, 100875, China；2.Teacher Education Department, Qilu Normal University, Jinan,Shandong,250200, China；3.Beijing Navigation School, Beijing, 101118, China)

Abstract: Teacher-student interaction provides an important context for students’ scientific concepts understanding. The study selected 103 conversation episodes from 15 science courses selected from “1S1K” platform, and analyzed them subsequently using Lag Sequential Analysis, referring to the methodology of Sociocultural Discourse Analysis, aiming at reflecting the types of teachers’ discourse and its effect on students’ conceptual understanding between teacher-student interaction in primary school science classroom. Results showed that there are eight types of teachers’ discourse in primary school science classroom. If being used appropriately, MOD, MON, COM, and CHA discourse could effectively facilitate students’understanding of deep scientific concepts. Based on the analysis and findings, the study puts forward that teachers need to pay attention to and improve the process of teacher-student interaction.

 Key Words: understanding of scientific concepts, teacher-student interaction, discourse analysis

网络学习空间中教师集体效能优化模型构建及其要素关系性研究

曹宇星¹，陈孝然²，谢雯婷³，龚文丽⁴，胡小勇⁵

（1.广东技术师范大学教育科学与技术学院，广东广州 510665；2.华南师范大学教育信息技术学院，广东广州 510631；3.深圳市宝安区文山小学，广东深圳 515100；4.江西新能源科技职业学院，江西新余 338004；5.华南师范大学教育人工智能研究院，广东广州 510631）

[摘要] 网络学习空间下的教师研修活动日益受到重视，而具备集体效能是教研获得持续保障的重要动力。研究基于社会认知及协同理论提出教师集体效能优化模型，依据参与测试的438份有效数据，进行EFA模型因子探索与验证性因子分析相关检验。研究表明，教师集体效能由内部构成、外部导向以及环境调节作用组成。网络学习空间中的问题解决、授权、策略决策、情绪状态为教师集体效能内部构成要素，与教师集体效能成正相关。外部导向包括集体效能来源、集体研修投入、任务类型之间形成的链式中介效应对教师集体效能产生正向影响。环境支持作为调节要素，在促进教师集体效能来源对集体效能程度上有调节作用，基于此提出优化教师研修中集体效能的相关建议。

[关键词] 网络学习空间；教师集体效能；要素关系；结构方程模型

Construction of Optimization Model of Collective Teacher Efficacy in Cyberspace and Research on the Relationship between Its Elements

CAO Yu-xing¹, CHEN Xiao-ran², XIE Wen-ting³, GONG Wen-li⁴, HU Xiao-yong⁵

(1.College of Educational Science and Technology, Guangdong Normal University of Technology, Guangzhou,Guangdong, 510665,China; 　　2.School of Education Information and Technology, South China Normal University, Guangzhou,Guangdong,510631, China;　　

3.Wenshan Primary School, Bao’an District, Shenzhen, Guangdong,515100, China;　　

4.Jiangxi New Energy Technology Vocational College, Xinyu, Jiangxi, 338004, China;

5.Research Institute of Artificial Intelligence in Education, South China Normal, Guangzhou,Guangdong,510631, China)

Abstract: Nowadays, teachers’ training supported by cyberspace has been paid more and more attention, and collective efficacy is an important competitiveness for teaching and research to obtain sustainable guarantee. Based on the social cognition and collaboration theory, the study proposes the teacher collective effectiveness optimization model. Based on 438 valid data participating in the test, the related tests of EFA model factor exploration and confirmatory factor analysis are conducted. The research shows that teachers’ collective efficacy consists of internal composition, external guidance and environmental regulation. Problem solving, authorization, strategic decision-making, and emotional state in online learning space are the internal components of teachers’ collective effectiveness, which are positively related to teachers’ collective effectiveness. External orientation includes the source of collective effectiveness, collective research input, and task type. The chain intermediary effect formed between them has a positive impact on teachers’ collective effectiveness. As a regulating factor, environmental support can regulate the source of teachers’ collective effectiveness on the degree of collective effectiveness. Based on this, some suggestions are put forward to optimize teachers’ collective effectiveness in research and training.

Key Words: cyberspace,collective teacher efficacy, factor relation, structural equation model

学校氛围对初中科学教师工作满意度的影响研究：

基于TALIS数据的跨层中介和调节模型

李小红，陈 晨，李 珍，陈滕心

(北京师范大学中国基础教育质量监测协同创新中心，北京 100875)

[摘要] 本研究基于TALIS2018的数据，使用多层线性模型的方法，阐述学校氛围对初中科学教师工作满意度的跨层次影响机制，检验教师个体工作压力的中介作用，以及从教动机的调节作用。研究结果显示，上海市初中科学教师工作满意度整体状况良好，不同群体间差异显著；学校氛围中的师生关系和决策共制可以直接影响初中科学教师的工作满意度，纪律氛围对初中科学教师工作满意度的影响不显著；学校氛围中的师生关系和决策共制可以通过教师个体工作压力这一跨层次的中介变量间接影响初中科学教师的工作满意度；利他从教动机负向调节了初中科学教师工作压力与工作满意度之间的关系，外部从教动机的调节作用不显著。基于此，学校可通过努力营造和谐民主的学校氛围、有效减轻初中科学教师的工作压力、注重考察和培养初中科学教师的从教动机等途径来提升初中科学教师的工作满意度。

[关键词] 初中科学教师工作满意度；学校氛围；工作压力；从教动机

The Impact of School Climate on Junior Middle School Science Teachers’ Job Satisfaction:A Two-level Mediation and Moderation Analysis on TALIS 2018 Data

LI Xiao-hong, CHEN Chen, LI Zhen, CHEN Teng-xin

(Collaborative Innovation Center of Assessment for Basic Education Quality,Beijing Normal University，Beijing, 100875, China)

Abstract: Based on the TALIS2018 data, this study builds a multilevel moderated mediation model to explicate the role job stress as underlying mechanism through which school climate affect the job satisfaction of junior middle school science teachers. And to explore the moderating role of teaching motivation on the relationship between the job stress and job satisfaction. The results revealed that teacher-student relationship and participation among stakeholders were positively related to job satisfaction and job stress were cross-level mediators between school climate and job stress. But disciplinary climate has no direct effect at all. Altruistic teaching motivation negatively moderated the relationship between job stress and job satisfaction. That is, the higher was the perceived altruistic teaching motivation, the stronger the relationship between job stress and job satisfaction. But the moderating effect of external teaching motivation on the relationship job stress and job satisfaction was not significant.Based on the above conclusion, in the process of improving the job satisfaction of junior middle school science teachers, schools should strive to create a harmonious and democratic school atmosphere, constantly reduce the job stress of junior middle school science teachers, and pay attention to investigating and cultivating the motivation of them.

Key Words: junior middle school science teachers’ job satisfaction, school climate,job stress,teaching motivation

我国研究生导师师德规范建设内容及其路径优化研究

——基于政策文本的Nvivo质性分析

闫建璋¹，王 曦²

（1.山西师范大学教师教育学院，山西太原 030000；2.山西师范大学教育科学学院，山西太原 030000）

[摘要] 导师师德师风是提升研究生教育质量，培养高水平创新人才的关键。研究选取与研究生导师师德规范建设密切相关的政策文本，运用Nvivo11软件编码，构建导师师德规范建设的理论模型。编码分析得出：导师师德规范建设主要包括人格道德规范、职业道德规范和师德防御体系，人格道德规范是基点和内驱力、职业道德规范是支撑和外驱力、师德防御体系是保障和控制力。研究生导师师德规范建设是过程性产物，需要多主体协同努力，政府发挥正向主导作用，做师德建设的引导者；社会营造尊师重教氛围，做师德形象的宣传者；高校建立系统机制体制，做师德规范的执行者；导师加强个人道德修为，做师德修养的坚守者，以此实现研究生导师师德规范建设长效发展。

[关键词] 研究生导师；师德规范建设；扎根理论

On the Construction Content and Path Optimization of Postgraduate Tutor Ethics Standard in China

——Qualitative Analysis of Nvivo Based on Policy Text

YAN Jian-zhang¹，WANG Xi²

（1.School of Teacher Education，Shanxi Normal University，Taiyuan，Shanxi，030000，China；2.School of Educational Science，Shanxi Normal University，Taiyuan，Shanxi，030000，China)

Abstract: Teacher ethics is the key element to improve the quality of postgraduate education and cultivate high-level innovative talents. This paper selects the policy text which is closely related to the construction of graduate tutors’ ethics norms, and uses Nvivo11 software coding to build the theoretical model of the construction of tutors’ ethics norms. Coding analysis shows that the construction of teacher ethics norms mainly includes personality ethics norms, professional ethics norms and teacher ethics defense system. The personality ethics norms are the basis and driving force, the professional ethics norms are the support and external driving force, and the teacher ethics defense system is the guarantee and control. The standard construction of postgraduate tutors’ ethics is a process product, which requires multi-subject collaborative efforts. The government should play a positive leading role and be the guide of the construction of teachers’ ethics. The society creates an atmosphere of respect for teachers and education, and advocates the image of teachers’ ethics. Colleges and universities to establish a system system, do the implementation of teacher ethics standards; Tutors should strengthen personal ethics and adhere to teachers’ ethics, so as to realize the long-term development of the standard construction of postgraduate tutors’ ethics.

Key Words: graduate tutor，the construction of teachers’ ethics，grounded theory

从学科教学到STEM教育的教师发展本土化经验研究

毛 刚，毕琼远

（浙江师范大学浙江省智能教育技术与应用重点实验室，浙江金华 321004）

[摘要] STEM教育本土化发展过程中涌现出一批优秀教师。研究这些教师在STEM教育实践中动机、认知和实践样态的转变，有助于我们理解STEM教师发展规律并引导更多教师转向STEM教育。研究采用扎根理论方法和Nvivo11软件，对Z省6市区10名优秀STEM教师访谈文本进行编码分析。研究发现，教师转向STEM教育具有鲜明的实践导向，呈现出探索、创新和扩散影响三个发展阶段。其中，发展动机、对STEM教育的认识、教学方式等方面会发生持续的深化调整；教师共同体、社会性要素、学校管理和体制机制等要素共同作用于教师发展过程；教师在各发展阶段对这些要素的关注存在差异。最后，研究对加快学科教师向STEM教育发展提出相关建议。

[关键词] STEM教育；教师发展；扎根研究；本土化

On the Localization Experience of Teacher Development from Subject Teaching to STEM Education

MAO Gang, BI Qiong-yuan

(Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua,Zhejiang,321004,China)

Abstract: In the process of STEM education localization, a group of excellent STEM teachers have emerged. Studying the changes of motivation, cognition and practice of these teachers in STEM education practice will help us understand the development law of teachers and guide more subject teachers to STEM education. The research takes 10 excellent STEM teachers from 6 cities in Z Province as the research object, as well as the grounded theoretical methods and Nvivo11 were used to code and analyze the interview texts. The study found that subject teachers have a distinct practical orientation in the process of turning to STEM education, which include three development stages: exploration, innovation and diffusion STEM education impact. Teachers’ motivation, understanding of STEM education and teaching methods in each development stage will be continuously deepened and adjusted. Teachers’ community, social elements, school management and institutional mechanisms work together in the process of teachers’ development, and teachers pay different attention to these elements in each development stage. Finally, the research puts forward relevant suggestions for accelerating the development of subject teachers to STEM education.

Key Words: STEM education, teacher professional development, grounded theory, localization

是什么阻碍了小学教师对在线教学的持续使用？

——基于34位小学教师访谈文本的质性分析

万力勇，代晓慧，杨琼娇，姚芳茜，王金萍

（中南民族大学教育学院，湖北武汉 430074）

[摘要] 2020年春季，受新冠疫情影响，在线教学成为全国中小学开展日常教学活动的主要方式。在全面复学复课后，很多中小学教师回归到疫情发生前的传统教学状态。是哪些因素阻碍了中小学教师对在线教学的持续使用？围绕这一问题，本研究以小学教师为例，对34位小学教师的深度访谈文本进行质性分析，得出教师自身因素、家长因素、同行因素、学生因素、效果与局限、条件与平台、政策与制度这七方面因素是影响小学教师对在线教学持续使用的主要因素。研究借鉴生态系统理论，从微系统、中系统、外系统、宏系统四个层面构建了阻碍小学教师对在线教学持续使用的影响因素框架，并提出了促进小学教师持续使用在线教学的相关建议。

[关键词] 小学教师；在线教学；持续使用；生态系统理论

What Hinders Primary School Teachers’Continuous Usage of Online Teaching?

——Qualitative Analysis Based on Interview Text with 34 Primary School Teachers

WAN Li-yong, DAI Xiao-hui, YANG Qiong-jiao, YAO Fang-qian, WANG Jin-ping

(School of Education，South-Central Minzu University，Wuhan，Hubei，430074, China)

Abstract: In the spring of 2020, due to the COVID-19 pandemic, online teaching became the main way to carry out daily teaching activities in primary and middle schools across the country. After the full resumption of schools and classes, many primary and middle school teachers completely abandoned online teaching and returned to the traditional teaching state before the epidemic. What factors hinder the teachers’ continuous usage of online teaching? In response to this question, this study takes primary school teachers as an example, conducts a qualitative analysis of the in-depth interview text of 34 primary school teachers, and draws the conclusions that seven factors, including teacher’s own factors，parent factors, peer factors, student factors, effects and limitations, conditions and platforms, policies and systems, are the main factors that affect primary school teachers’ continuous usage of online teaching. Based on the Ecological Systems Theory, this paper constructs the framework of influencing factors that hinder the continuous usage of online teaching by primary school teachers from the four levels of microsystem, mesosystem, mxosystem and macrosystem, and puts forward relevant suggestions to promote teachers’ continuous usage of online teaching.

Key Words: primary school teachers, online teaching, continuous usage, Ecological Systems Theory

我国教师教育者研究：进展、局限与展望

陈晓端¹，高 嵩²，徐 波¹

（1.陕西师范大学教育学部，陕西西安 710062；2.山东师范大学教育学部，山东济南 250014）

[摘要] 21世纪初以来，我国学者在译介国外教师教育者研究成果的基础上，逐渐形成了较为丰富的本土化“教师教育者研究”主题和成果。在教师教育者培育职前教师的责任澄明、指导在职教师的职能厘定、多重身份和专业职责确证、专业素养内容的理论建构以及专业发展路径和策略探索等方面取得了显著进展。然而，研究局限依然存在，主要表现为：研究基础的建构相对薄弱，研究对象的认知较为有限，研究方法的应用并不充分。未来我国“教师教育者研究”应紧密结合本土文化传统和新时代教师教育者专业发展实际，优化新时代教师教育者专业素养结构，制定教师教育者专业标准，理解并合理应用多元化研究方法。

[关键词] 教师教育；教师教育者；专业发展；专业标准

Research on Teacher Educators in China: Progress,Limitations and Prospects

CHEN Xiao-duan1, GAO Song2, XU Bo1

（1.Faculty of Education, Shaanxi Normal University, Xi’an, Shaanxi，710062，China；2.Faculty of Education, Shandong Normal University, Jinan,Shandong，250014，China)

Abstract: Since the beginning of the 21st century, based on the translation and introduction of foreign teacher educators’ research achievements, Chinese scholars have gradually formed a relatively rich localization of “teacher educators research” themes and achievements. Significant progress has been made in clarifying the responsibilities of teacher educators in cultivating pre-service teachers, defining the functions of guiding in-service teachers, confirming multiple identities and professional responsibilities, constructing the theory of professional competencies, and exploring the path and strategy of professional development. However, research limitations still exist: the construction of research foundation is relatively weak, the cognition of research objects is relatively limited, and the application of research methods is not sufficient. In the future, China’s “teacher educators research” should closely combine the local cultural tradition and the professional development of teacher educators in the new era, optimize the professional quality structure of teacher educators in the new era, formulate professional standards for teacher educators, and make new achievements in the application of diversified research methods.

Key Words: teacher education，teacher educator，professional development，professional standards

论当代西方教育实习指导的理论取向

姚 倩¹，李爱霞²

（1.教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心，北京 100875；2.北京教育学院石景山分院，北京 100043）

[摘要] 教育实习指导对于提高职前教师教学能力与综合素养具有关键作用。对当代西方不同理论取向教育实习指导进行考察，将助益教师教育者从学理层面理解教育实习指导，增强教师教育者对于自身指导实践的反思，提升职前教师的教育实习质量。研究发现，当代西方教育实习指导实践主要呈现出四种理论取向：聚焦教学技能、强调规范与效用的实证主义理论取向；关注意义生成、重视人际互动与个人成长的现象学理论取向；注重批判与反思、倡导行动与改变的批判理论取向；凸显整体关联、多维互动的生态系统理论取向。当代西方教育实习指导理论取向的探究，为建构实习指导关系、丰富实习指导内容、改善实习指导环境等方面提供了启示。

[关键词] 教育实习指导；理论取向；西方

A Study of Theoretical Orientations for Mentoring Pre-service Teachers in the West

YAO Qian，LI Ai-xia

（1.Center for Teacher Education Research of Beijing Normal University, Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education，Beijing ,100875, China;

2.Beijing Institute of Education, Beijing, 100043, China)

Abstract: Mentoring functions as a key element of improving pre-service teachers’ teaching competence and overall abilities.An investigation of contemporary  theoretical orientations for mentoring pre-service teachers in the West will help teacher educators to explore the essence of mentoring from a theoretical level,enhance teacher educators' reflective ability and innovative consciousness to guide their own practice,and improve the quality of developing pre-service teachers’teaching competence and overall abilities.The study finds that the practice of mentoring pre-service teachers in the West mainly presents four theoretical orientations: the positivist theory orientation focuses on teaching behavior, values norms and utility; the phenomenological theory orientation stresses situated learning experiences, and values interpersonal interaction and personal growth; the critical theory orientation emphasizes criticism and reflection, and calls for advocacy action and change; the ecosystem theory orientation focuses on overall association and multidimensional interaction. The exploration of the four theoretical orientations of mentoring pre-service teachers provides suggestions for constructing the relationship between mentors and pre-service teachers,enriching the content of mentoring pre-service teachers, and improving the environment of mentoring pre-service teachers.

Key Words: mentoring pre-service teachers, theoretical orientations, the West

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