构建网络化整体学习方式促进卓越教学能力发展的行动研究

An Action Research Study of Building the Networked Holistic Learning to Promote Preservice Teacher’s Professional Development in Elementary Education Programme

为了应答卓越教师培养需要，该文针对“高校教师开发什么新型学习方式有效培养卓越教学能力”问题，采用生活理论行动研究范式，在小学教育专业建设中开展了三轮行动研究，拓展实践教学开辟了实验教学路径，融会知识习得学习、知识建构学习与知识创造学习的三个基本原理，整合自主学习、合作学习、探究学习和混合学习四种有效策略，建立“合作规划—自主学习—网络合作学习—课堂自主教学—学习为本评估—自主巩固学习”六个步骤的有机教学过程，形成了新型“两径三基四策六步”整体学习方式，通过实践应用检验，有效地培养了元认知能力、教学评价能力、自主学习能力和课目教育学知识创新能力等卓越教学能力。

In order to respond to challenge of understanding teacher preparation and answer the question that what alternatives to learning faculties should develop to effectively cultivate teaching competency， this study has conducted three rounds of action research on elementary education programme construction by using the paradigm of living theory action research. We have built and used the alternative approach to learning， called the ‘two ways and three foundations and four strategies and six steps(2W3F4S6S)’ holistic learning’， which is integration of two way of both the lab-based experience and the field-based experience’， and three foundations of the knowledge construction and the knowledge creation as well as the knowledge acquisition， and four strategies of the self-directed learning and the cooperative learning and the enquiry learning as well as the blended learning， and six steps of the cooperative planning， and the self-directed learning， and the cooperative learning， and the peer teaching， and the learning-oriented assessment and self-directed learning. The results suggest that the 2W3F4S6S effectively promote the development of teaching competencies such as the meta-cognition， and the self-regulated learning and the self-assessment as well as the pedagogical content knowledge study.