摘要
尽管师徒制是促进新教师学习与成长的重要方式,但我国现行师徒制尚存在若干需要克服的困境,包括:师傅的"脚手架"功能难以充分发挥、教师共同体的促进作用受到限制、新教师进行创造的机会减少和师傅促进新教师发展的动力不足等。这些问题反映为人们在理解"师徒制"教师学习时存在异化、窄化和僵化等认识上的偏差。要改造现行师徒制可以考虑多种途径,如积极试行师徒同台上课、灵活实施多层议课和多方引入发展资源等。
Although apprenticeship is a valuable way to promote new teachers＂ learning and growth, it has to overcome some dilemmas. For example, the master＇s function of scaffolding cannot be fulfilled well; the help of the community to the new teacher is limited; the chance for the new teacher＇s creation decreases; the master is not interested in enhancing the new teacher＇s development. It results from people＇s misunderstanding, narrowing and petrifying of the concept of apprenticeship. The solutions to reform the current apprenticeship include trying co-teaching, holding multiple lesson discussion, bringing various resources and so on.
出处
《教育发展研究》
CSSCI
北大核心
2011年第22期58-62,共5页
Research in Educational Development
基金
国家社科基金教育学2011年度国家青年基金课题"以专家型教师为目标的教师职场学习的机制研究"(CFA110129)
华中师范大学教师教育理论创新与实践研究重大招标项目"教师教育课程创新与教学改革研究"(985ZB0401)的系列成果
关键词
师徒制
教师学习
同台上课
apprenticeship, teacher learning, co-teaching
