基于自组织理论视角关照下的教师专业学习发展的探究

发布时间：2018-06-16 06:11

本文选题：自组织 + 专业学习　；参考：《中国成人教育》2017年14期

【摘要】：随着"自组织"体系认知的不断深化,自组织理论已然成为了各类学科应用与反思的一个新的理论视角。对于教师专业学习来说,如何应用"自组织"理论服务于教师专业学习也日益成为人们关注的重要话题。基于此,本文在探究自组织理论与教师专业学习中内在关联的基础上,进一步探讨了教师专业学习中自组织理论在特征与功用,并提出自主组织理论在教师专业学习发生的条件与应用策略性内容。研究认为,自组织中开放理念是教师专业学习的前提,自组织对话交流是教师专业学习的关键,协同竞争是教师专业学习中自组织发挥的动力,网络互动意识则是自组织在教育专业学习促进中的重要体现。因此,为了更大程度上的发挥自组织在教师专业学习过程中的重要功用,对以上诸多因素的关注是极为必要的。
[Abstract]:With the deepening of the cognition of self-organization system, self-organization theory has become a new theoretical perspective for the application and reflection of various disciplines. For teachers' professional learning, how to apply "self-organization" theory to teachers' professional learning has become an important topic that people pay more and more attention to. Based on this, this paper explores the inherent relationship between self-organization theory and teachers' professional learning, and further discusses the characteristics and functions of self-organization theory in teachers' professional learning. And put forward the condition and application strategic content of autonomous organization theory in teachers' professional learning. The study holds that the concept of openness in self-organization is the premise of teachers' professional learning, that self-organizing dialogue and communication is the key of teachers' professional learning, and that collaborative competition is the driving force of self-organization in teachers' professional learning. Network interaction consciousness is an important embodiment of self-organization in the promotion of education major learning. Therefore, in order to give full play to the important function of self-organization in the process of teachers' professional learning, it is necessary to pay attention to the above factors.
【作者单位】：呼伦贝尔学院法学院;
【分类号】：G451

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