摘要
教师专业学习共同体强调共识与分享,但并不刻意追求"同质化"。在共同体的实践中,应当克服简单的"加法逻辑",以免造成学校组织机构大量增生、功能冲突、效能低下;应当在教师学习、学校深度变革和学生学业成就提升等多重目的之间实现有效聚合,而非离散设计。构建教师专业学习共同体,要求教师建立清晰的专业自觉,重构自我与共同体之间的关系;教师自我和外部支持性环境应致力于保护教师的独立思考,拒绝教学实践的技术化和平庸化;鼓励不同的参与者通过"跨界学习"促进"精彩观念的诞生"。
The Teachers Professional Learning Community doesn＇t designedly pursue the homogenization, though it emphasizes the common view and sharing. In the practice of the community, we should overcome the simple additive logic in case that the school structures will increase in quantity, their function conflicting with each other and their low efficiency. We should effectively converge on the muhi goals among teacher learning, school deep change and students achievement improvement instead of diverging from goals. In order to construct PLC, teachers should have clear professional self consciousness, rebuild the relation between self and community; teachers＂ independent thinking should be protected from technicalization and vulgarization; participants should be encouraged to promote the birth of the wonderful ideas by boundary-crossing learning.
出处
《教育发展研究》
CSSCI
北大核心
2011年第22期52-57,共6页
Research in Educational Development
基金
教育科学“十一五”规划教育部青年基金项目“大学与中小学合作研究对转变教师学习方式的影响研究”(EFA090389)的阶段性成果
关键词
教师专业学习共同体
专业自觉
跨界学习
teachers professional learning community, professional self-consciousness, boundary-crossing learning
