全球教育展望

教研是课程教学改革落地的关键保障，也是教师专业成长的重要途径。本成果从国家课程改革的课堂实践需求出发，历经20余年四个阶段的深入研究和持续迭代升级，创造了“三段十步”“现场改课”教研新范式。该范式坚信教研旨在促进教师专业成长，教研要聚焦改课，改课需要教研组织、文化重建；以“混搭”专业实践共同体为载体，融备课、上课、说课、听课、评课为一体，重建了教研活动机制，教研员、专家全程陪伴，集体会诊，适时示范，教师“抽签+自荐+推荐”,人人卷入，深度合作，全程全面参与改课，充分体现了“合作共赢”的教研文化。实践表明，该范式有效助推了教师全员的专业成长，也推动了区域教学质量的大面积提升。

Teaching research is critical to ensure the realization of curriculum and pedagogical reforms; it also constitutes a key path toward teachers' professional growth. The present research proceeded from the practical needs of classrooms as guided by national curriculum reforms, underwent 20 years of in-depth research and continuous, iterative upgrading that spanned four stages, and created the new teaching research paradigm that involved the so-called “three stages and ten steps” and “on-site lesson revision”. The paradigm holds the conviction that teaching research is equivalent to professional growth, promotes the view that the goal of teaching research is to improve professional practices, and advocates context revolutions to realize high-quality teaching research. The paradigm mixed individuals serving various roles into communities of professional practices, blended “lesson preparation, lesson implementation, lesson presentation, lesson observation and lesson evaluation”, and restructured the mechanism of teaching research. The teaching researchers and teaching experts accompanied teachers throughout, held meetings and provided modelling when appropriate. Teachers were selected by drawing lots, recommending oneself or others. Everyone was highly involved and collaborated deeply to engage in thorough lesson revisions, which showcased the teaching research culture that aimed for collaborations and “win-win”. The implementation of the paradigm showed that in addition to effectively promoting teachers' collective professional growth, it also facilitated widespread improvement in teaching quality in areas that carried out the implementation.