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随着我国科技教育环境的逐步改善,全面提升科技教育教师的教学综合能力,已成为中小学推进科技教育亟待解决的核心问题。基于社会文化理论、场域理论与认知学徒制理论等,构建了科技教育教师“双轨共学”研修模式。围绕示范专家、共学伙伴、共学活动、调节枢纽及共学场域五个核心要素,以师生协同的科技项目学习活动为主线,采用“示范轨”与“共学轨”并行的实践路径,实现专家教学策略的外显与学习者体验的深度融合。实践研究发现该模式能够有效提升学生的科技素养和教师的科技教育教学技能,在一定程度上化解传统教师研修中“学用分离”与“师生成长脱节”的问题,为科技教育教师培训提供了兼具理论性与操作性的研修范式。
Abstract：With the gradual improvement of China's science and technology education environment, comprehensively enhancing the teaching capabilities of science and technology education teachers has become a core issue urgently to be addressed in advancing science and technology education in primary and secondary schools. Based on sociocultural theory, field theory, and cognitive apprenticeship theory, a “dual-track colearning” training model for science and technology education teachers was constructed. This study focuses on five core elements: exemplary experts, co-learning partners, co-learning activities, regulatory hubs, and co-learning contexts. It takes teacher-student collaborative technology project learning activities as the main thread, using parallel practice paths of the “exemplar track” and the “co-learning track” to achieve a deep integration of explicit implementation of expert teaching strategies and learner experiences. Practical research has found that this model can effectively enhance students' science and technological literacy and teachers' science and technological education and teaching skills, to some extent resolving the problems of “separation of learning and application” and “disconnection between teacher and student growth” in traditional teacher training, providing a theoretical and operational training paradigm for science and technological education teacher training.
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基本信息:
中图分类号:G633.98
引用信息:
[1]谭姣连,王敏,樊凯,等.科技教育教师“双轨共学”研修模式构建与实践[J].中国电化教育,2026,No.475(08):54-61.
基金信息:
国家社会科学基金“十四五”规划2021年度教育学一般课题“基于场域理论的中小学技术与工程素养教育研究”（项目编号：BCA210082）; 国家课程教材研究所委托重大课题“中小学工程教育研究”（项目编号：JCSZD2024KCZX004）研究成果
2026-08-06
2026-08-06