摘要
作为高校教师专业学习共同体三种主要形式的教研组、学科组及课题组,是集教学、科研及日常管理于一体的教师基层组织,是教师专业发展的现实载体,具有自愿性、同一性及发展性的特征,呈现出完善知识建构、实现知识共享、提升教师效能感、改善心智模式、建立共同愿景及生成学习动态环境等诸多价值功能。教师共同体合作文化是教师在教育教学活动中形成与发展起来的职业群体的思维方式、价值取向与行为方式的综合反映。建立完善开放的校本研究制度、建构人文化的发展性评价体系、实施师徒教师教育模式、营造开放的学校环境氛围及确立"共识"的核心价值,对于构建和培育教师专业学习共同体合作文化,促进教师专业发展具有十分重要的意义。
As a main form of teachers＂ professional learning community in college, teaching and research group, subject group and topic-based group are the basic organizations which combine teaching, scientific research and daily management into an integral whole. Through these professional learning communities characterized by voluntarism, identity and developing, teachers can promotes their ability of knowledge management, advance teacher＇s sense of teaching efficacy, improve their mental pattern and form a common prospect. The cooperative teacher community culture reflects teachers＂ thinking mode, value orientation, manner tendency and behavior ways which is formed in their teaching activity. In the process of cultivating teacher＇s cooperative profession community culture, the following measures can be carried on： establishing open school-based research system; constructing humanized developmental evaluation system; implementing apprenticeship model of teacher education; building an atmosphere filled with democratic equality; and forming a core value accepted by all teachers.
出处
《教育发展研究》
CSSCI
北大核心
2007年第11B期76-79,共4页
Research in Educational Development
关键词
专业学习共同体
合作文化
professional learning community, cooperative culture
