课例研究：走向阅读教学实践的真实性 Lesson Study: Towards the Authenticity of Reading Teaching Practice

Abstract

课例研究主要是围绕课堂教学展开研究，根据在课堂实践时所面对的问题，进行连串循环的分析与调整，使课堂教学的计划与实践更符合实况的要求，从而整理出实践性与可操作性更强的教学教案。本研究所采用的课例研究模式是以“课例研究实施循环圈”为依据，在已定的结构形式有系统地把师范大学生所设计的阅读教学教案做了三次的循环式的教学讨论、反思与调整。三次循环圈的现场评析与反思经过仔细的纸笔转录，采用质化的扎根理论作为研究方法，经过多次的整理与再整理、评析与再评析的不断思考，归纳与综合出师范大学生在实践小学阅读教学时所应持有的专业教学态度。师范大学生在处理学校的实际差异状况，除了本身要能清楚理解阅读学科的内容、阅读教学的方法与策略，更要能找出适应真实变化的策略，方能确实地体现教学的实践性。若师范大学生能给予机会去主动找学校的教师进行咨询或交流，那么就能有机会拉近与实况之间的差距，特别是要引导语文能力不强的小学生能向文本中的语言符号思索作者或编者所要表达的思想过程。

Lesson Study is mainly focusses on the study of classroom teaching. Based on the problems faced in classroom practice, a series of circular analysis and adjustments are made to make the classroom teaching plan and practice more in line with the requirements of the actual situation, thus sorting out the practicality and more operable teaching plans. Research of lesson is based on the Model of Lesson Study Implementation Circle. According to the structure of this model, there are three times of cyclical teaching discussions, reflections and adjustments are made systematically on the reading teaching plan which designed by the students of IPG. Based on the Theory of Glaser & Strauss as the research method, the on-site evaluations and reflections of the three cycles have been carefully transcribed with pen and paper. After many times of sorting and rearranging, commenting and re-evaluating the teaching plan, the induction and synthesis of result shows the necessity of implementing the professional teaching attitude of IPG students in the primary school reading teaching. IPG students need to deal with the actual differences in schools. In addition to being able to clearly understand the content of reading subjects, reading teaching methods and strategies, they must also be able to find strategies to adapt to real changes before they can truly reflect the practicality of teaching. If IPG students are given the opportunity to actively seek advice or exchanges ideas with the teachers of the school, they will have the opportunity to close the gap with the actual situation, especially to guide primary school students with weak language ability to understand about the language symbols in the text or the thought process that the author or editor wants to express.