摘要 构建中小学教师研究共同体是教师专业发展的现实诉求。依据成员构成和组成动机的差异,可以将教师研究共同体分为不同的类别。教师研究共同体能够促进中小学教师专业技能的改进与提高,加强教师间、学校间的协作与沟通,促进教育理论与教育实践的融合与创新。但在实践中却存在着教师研究共同体研究内容封闭化和同质化严重、活动主体虚空化和形式化凸显、成员身份缺乏认同感等问题。要突破教师研究共同体实践发展的困境并取得长足的进步,需要从三条路径进行优化:一是开展以"课堂"和"课题"为载体的行动研究,提高教师研究共同体的效能;二是营造宽松、包容的文化氛围,实现"我者"与"他者"的互助共生;三是加强外部合作主体的引入,促进教师研究共同体的"内外联建"。 The teacher research community of primary and secondary schools is the realistic demand of teachers professional development.According to the differences in composition and motivation of members,the teacher research community can be divided into different categories.The teacher research community can promote the improvement and development of professional skills of primary and secondary school teachers,strengthen the cooperation and communication between teachers and schools,and promote the integration and innovation of educational theory and practice.However,there are some problems in the practice of teacher research community,such as serious closeness and homogeneity,increasing emptiness and formalization,and lack of identity of community members.In order to break through the dilemma of the practical development of the teacher research community and make effective progress,three approaches should be optimized:constructing the action research with"classroom"and"subject"as the carrier to improve the effectiveness of teacher research community;creating a loose and inclusive cultural atmosphere to achieve mutual symbiosis between"us"and"others";strengthen the introduction of external cooperative subjects and establish the"internal and external connectivity"mechanism of teacher research community.
机构地区 河南大学教育科学学院
出处 《教师教育学报》 2021年第3期55-62,共8页 Journal of Teacher Education
基金 河南省教师教育课程改革重点项目“理想校本教研共同体的建构与运行机制研究”(2021),项目负责人:魏宏聚。
关键词 教师研究共同体 实践偏差 合作 课堂教学 中小学教师 教师发展 teacher research community practice deviation cooperation classroom teaching primary and secondary schools teacher teacher development
分类号 G650 [文化科学—教育学]
