教师协同学习共同体:教师专业发展新范式

发布时间：2018-06-04 00:03

本文选题：协同学习 + 教师专业发展　；参考：《中国高教研究》2017年01期

【摘要】：教师协同学习共同体具有超越合作、协作等学习共同体的内涵和运行特征,指基于提高教师专业知能目的、围绕真实教育教学实践问题,以协同原则为指导、整合学习中各种要素进行深度学习的自组织系统,是当代教师成长的主要范式。其在理念、政策和实践层面都得到了较好的发展,具有多种实施模式。其理论特征呈现后现代主义色彩,主要表现为后现代主观知识论基础、自组织运行、教师教育性人格形成的价值取向、有效学习的情境性等特征,在具体模式向度上表现为共享领导、问题导向和混合学习的共同特点。这种范式对我国教师成长具有实际借鉴作用。
[Abstract]:The teachers' cooperative learning community has the connotation and operation characteristics of the learning community, such as transcending cooperation and cooperation, which means that based on the purpose of improving teachers' professional knowledge and ability, the teachers' cooperative learning community is guided by the principle of synergy, which revolves around the real problems of educational and teaching practice. The self-organizing system of integrating various elements of learning for deep learning is the main paradigm for the growth of contemporary teachers. Its concept, policy and practice have been well developed, with a variety of implementation models. Its theoretical characteristics are postmodernism, which are mainly shown as the basis of postmodern subjective knowledge theory, self-organizing operation, the value orientation of teacher's educational personality formation, the situational nature of effective learning, and so on. The common characteristics of shared leadership, problem-oriented and mixed learning are shown in the specific pattern orientation. This kind of paradigm has the actual reference function to our country teacher growth.
【作者单位】：丽水学院教师教育学院;丽水学院课程与教学研究所;
【基金】：2016年国家社会科学基金教育学一般课题“基于混合学习的城市中心学校与乡村学校协同实施机制研究”(BHA160088)的研究成果
【分类号】：G451

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