基于学习共同体的“校-研-教”华文校本协同研究

摘要

新加坡华文教学队伍在教育部的鼓励与推动下，近10年掀起了以改进华文教学为出发点的校本研究风。当前已有的以学者专家为主导和以一线教师为主导的两种研究模式，都对教师专业成长和教学质量持续提升帮助甚微。协同研究主张结合研究者和实践者的经验与专长，共谋专业知识的提升和实践有效的教学形式，为校本研究提供了一个新的研究方向。南洋理工大学下属新加坡华文教研中心参与的两项校本研究案例显示，基于学习共同体的校本协同研究是提高教学质量、促使教师反思、促进教师教育技术专业发展的有效手段。成功的校本研究，要建立学校领导、研究人员和教师三方组成的“校-研-教”学习共同体，以“协同研究”为取向，建立对研究课题目的、方法和策略的研究共识，合理分工，促进与提高“互补性贡献”，抑制或消除“矛盾性期待”，充分发挥三方的经验与专长，促进教师反思与专业成长，实现教学质量的实质性提高。%　　The reforms of the teaching and learning of Chinese Language continue to prevail in Singapore for more than a decade. At present, two approaches of collaborative research, characterized as being researcher-driven and practitioner-driven respectively, are in practice. Nevertheless, the outcomes of both research models in elevating the quality of the classroom practice and teachers' professional development are limited. Collaborative inquiry, a systematic approach that promotes collaboration between researchers and practitioners to engage in active learning for the advancement of both knowledge and practice, provides a new approach for school-based researches. Two case studies are presented in this paper, both of which saw the involvement of the Singapore Centre for Language Learning, a centre of Nanyang Technological University. The two reported collaborative inquiry programs had resulted in effective improvement in the teaching practices, facilitation of teacher reflections, and the professional development in educational technology. The success of such school-based curriculum studies lies on the learning communities comprised of school leaders, teachers and researchers, and the collaborative orientation. Members of such communities shall establish common research objectives, methodologies and strategies, and sensibly distribute the roles among the members. The purpose is to leverage the diversified expertise from the three parties to accomplish"complementary contributions"and reduce"contradictory expectations". The findings indicate that the learning community-based collaborative inquiry approach is one possible way to facilitate teachers' professional development and the improvement of the teaching practice.