课程改革、教师赋权增能与教师专业学习共同体——上海市四所小学的个案研究被引量：21

Curriculum Reform,Teacher Empowerment and Teacher Professional Learning Community:Case Studies in Four Primary Schools in Shanghai

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摘要基于对上海地区四所小学的田野调查,考察教师在"赋权增能"政策条件下,如何处理课程改革中所面临的问题,及其所处教师共同体的影响。研究发现:课程改革给教师造成的压力客观上推进了教师发展和教师专业学习共同体的构建;课程改革在赋权增能的同时赋予教师高度问责,造成教师不愿承担赋权,而教师专业学习共同体以群体分责来支持教师的赋权增能;未来课程改革应当寻求赋权、增能和问责的平衡,并推进教师专业学习共同体的建设,从而支持教师真正成为课程改革的"代理人"。 Based on the fieldwork in four primary schools in Shanghai, this study investigates how teachers deal with the problems in curriculum reform under the policy of ＂teacher empowerment＂ and how their problem-solving process are influenced by the teacher community. It is found that the pressure brought by curriculum reform has promoted teacher development and the establishment of teacher professional learning community; teachers shoulder more responsibilities when they are empowered and thus teachers are not willing to be empowered; teacher community however supports the teacher empowerment by means of ＂sharing responsibilities in community＂. The future curriculum reform is supposed to find the balance amongst empowerment and responsibility-bearing; meanwhile, it should facilitate the establishment of teacher professional learning community. In this way, teachers can be fully supported to be the de facto ＂deputy＂ for the curriculum reform.

作者宋萑

机构地区教育部人文社会科学重点研究基地北京师范大学教师教育研究中心

出处《教育学报》 CSSCI 北大核心 2011年第3期63-74,共12页 Journal of Educational Studies

基金全国教育科学"十一五"规划教育部青年课题"课程改革背景下基于PLC的校本教师培训模式创新研究(课题批准号:EH090450)"的阶段性成果之一

关键词课程改革教师发展专业学习共同体赋权增能 curriculum reform teacher development professional learning community empowerment

分类号 G451 [文化科学—教育技术学]

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