教师实践共同体建构研究

发布时间：2018-07-11 14:47

本文选题：教师专业发展 + 教师实践共同体　；参考：《西南大学》2010年硕士论文

【摘要】： 近年来,由情境认知与学习理论发展起来的“实践共同体”(Community of Practice)概念,逐渐被一些教育工作者尝试引入我国的教育实践领域。一方面,教师实践共同体强调了从个人作为个体学习者转移到个人作为社会实践参与者的重要性,将参与视为学习的关键成分；另一方面,它还打破了以往“教育者”与“学习者”之间的传统界限,在教师群体发展中引入“共同体”思想,以共同体成员之间的助学关系以及相互作用机制来重新审视教师个体专业发展以及教师群体专业发展之间的关系。情境认知与学习环境下的实践共同体理论研究为教师提供了良好的发展空间和平台,因此,我们有理由相信,构建教师实践共同体在提升教师专业发展方面是具有重要的现实意义的。本文共分为三部分。第一部分,绪论。阐述了论文的选题缘由、研究目的和意义、研究思路和方法以及国内外对教师实践共同体的研究现状的综述。第二部分,从教师实践共同体的兴起、内涵、特征以及价值等四方面入手,对教师实践共同体的基本理论进行了详尽分析,并把教师实践共同体初步定义为是由学习者与助学者(包括教师、专家学者、顾问)等所构成的正式或者非正式教师团队,是基于教学实践中问题解决而自行组织的,以分享与创生为精神、对话和协商为机制、合作和互助为手段的,旨在促进教师认知成长和身份发展的一种学习生态系统。第三部分,对建构教师实践共同体的影响因素和动力机制进行了深入透彻的分析,并在此基础上提出了教师实践共同体的建构策略。本文致力于关注教师的生存状态,回归到教师的生活世界去寻找教师专业发展的立足点和出发点,展开对教师实践共同体的探索性研究,试图解决教师专业发展内在转型的要求与现实中教师教育理论与实践脱节的困境。通过对教师实践共同体的研究,为新课程背景下促进教师专业化发展寻求新的发展视角。
[Abstract]:In recent years, the concept of "Community of practice", developed from situational cognition and learning theory, has been gradually introduced into the field of educational practice by some educators. On the one hand, the Community of teacher practice emphasizes the importance of moving from individual as individual learner to individual as participant in social practice, and considers participation as a key component of learning; on the other hand, It also breaks the traditional boundary between "educators" and "learners" and introduces the idea of "community" in the development of teacher groups. The relationship between the individual professional development of teachers and the professional development of teachers' groups is re-examined by the aid relationship and interaction mechanism among the members of the community. The theory of practice community in the context of situational cognition and learning provides a good development space and platform for teachers. Therefore, we have reason to believe that, The construction of teacher practice community is of great practical significance in promoting teachers' professional development. This paper is divided into three parts. The first part, introduction. This paper expounds the reason, purpose and significance of the thesis, research ideas and methods, and a summary of the current situation of teachers' community of practice at home and abroad. The second part, starting with the rise, connotation, characteristics and value of the teachers' community of practice, the author makes a detailed analysis of the basic theory of the community of teachers' practice. And the teacher practice community is defined as a formal or informal group of teachers composed of learners and learners (including teachers, experts and scholars, consultants), which is based on the solution of problems in teaching practice. Based on the spirit of sharing and creation, dialogue and consultation as a mechanism, cooperation and mutual assistance as a means, aims at promoting teachers' cognitive growth and identity development of a learning ecosystem. In the third part, the author makes a thorough analysis of the influencing factors and motive mechanism of the construction of teachers' community of practice, and puts forward the construction strategy of the community of teachers' practice on this basis. This paper is devoted to pay attention to the living state of teachers, return to the life world of teachers to find the foothold and starting point of teachers' professional development, and carry out the exploratory research on the community of teachers' practice. This paper attempts to solve the dilemma of the internal transformation of teacher professional development and the disconnection between the theory and practice of teacher education in reality. Through the research on the community of teachers' practice, we seek a new development angle for promoting teachers' professional development under the background of the new curriculum.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G451.1

【引证文献】