经验学习圈理论视域下教师有效提问研修模式构建及实证研究

冯玉琴¹ 王玉彬² 王怀波¹ 张敏霞¹

（1.首都师范大学 教育学院，北京 100048；2.北京市房山区教师进修学校，北京 102401）

【摘 要】为帮助中小学教师深入理解有效提问的基本原理并将其转化为教学实践，从而提升课堂提问质量，研究基于经验学习圈理论，从提问过程以及多形式研修融合的视角，设计了教师有效提问研修模式，涵盖四个循环递进的研修阶段：在校本课例研修中获取具体经验、通过区域主题研修进行反思性观察、在网络主题研修中实现抽象概念化、通过区域课例研修开展积极实践。以北京市F区靠谱COP项目为例，运用视频课例分析法、统计分析法对该模式的实施效果进行分析。研究发现，该模式能够促进教师外在提问行为以及内在教育信念的转变。研究结果不仅细化了经验学习圈理论的实践路径，还揭示了教师有效提问的作用机理，为教师专业发展提供了理论指导与实践经验。

【关键词】有效提问；研修模式；经验学习圈理论

Construction and Empirical Research on a Teacher Training Model for Effective Questioning from the Perspective of Experiential Learning Cycle Theory

FENG Yuqin¹, WANG Yubin², WANG Huaibo¹ and ZHANG Minxia¹

(1. School of Education, Capital Normal University, Beijing 100048, China; 2. Beijing Fangshan District Teachers’ College, Beijing 102401, China)

Abstract: To help primary and secondary school teachers deeply understand the fundamental principles of effective questioning and translate them into teaching practice, thereby enhancing the quality of classroom questioning, this article, based on experiential learning cycle theory, designed a teacher training model for effective questioning from the perspectives of the questioning process and multimodal training integration. The model covers four cyclically progressive training stages: acquiring concrete experience through school-based lesson study, engaging in reflective observation via regional thematic training, achieving abstract conceptualization in online thematic training, and conducting active practice through regional lesson study. Taking the Beijing F District Kaopu COP project as an example, the implementation effect of this model was analyzed using video lesson analysis and statistical analysis methods. It was found that this model can promote changes in teachers’ external questioning behaviors and internal educational beliefs. The results not only refine the practical path of the empirical learning cycle theory, but also reveal the mechanism of effective questioning by teachers, providing theoretical guidance and practical experience for teacher professional development.

Keywords: effective questioning; training mode; experiential learning cycle theory

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