摘要
《教育强国建设规划纲要(2024—2035年)》明确提出了构建素质精良的教师队伍体系的战略任务,推动校外教育场馆与学校深度合作,以及建构新型校内外教师学习共同体,这些均为拓展教师专业发展路径提供了新思路。基于馆校合作的校内外教师学习共同体以拓展性学习为本质,呈现出以活动系统交互作用为构架、以矛盾的发现与解决为机制的特征,具有促进校内外教师个体、校内外教育机构和区域教育发展的价值。基于此,本文提出通过建立共享客体来促进跨界协作、推动干预和优化中介工具以提升互动效能、重构规则和分工以推动制度创新三重路径,推动基于馆校合作的校内外教师学习共同体的构建。
The 2024-2035 master plan on building China into a leading country in education sets out the strategic task of cultivating a high-quality teaching team,while calling for deep collaboration between after-school educational venues and schools and the creation of new-type in-school and after-school teacher learning communities.Grounded in expansive learning theory,a museum-school teacher learning community is framed by the interaction of activity systems and driven by the identification and resolution of contradictions.Such communities generate value by advancing the professional growth of teachers within and beyond the school walls,enhancing both institutional partners,and stimulating regional educational development.The construction proceeds along three intertwined pathways:(1)forging shared objectives to foster boundary-crossing collaboration;(2)introducing targeted interventions and refining mediating tools to heighten interactive efficacy;and(3)reconfiguring rules and the division of labor to catalyze institutional innovation.Thus,a teacher learning community integrating in-school and after-school educators through museum-school partnership is constructed.
作者
王海平
WANG Haiping(The Open University of China)
出处
《中国校外教育》
2025年第4期80-90,共11页
AFTERSCHOOL EDUCATION IN CHINA
基金
中国高等教育学会2023年度高等教育科学研究规划课题“促进学科教师队伍高质量发展的馆校共同体构建研究”(项目编号:23JS0301)。
关键词
馆校合作
教师学习:学习共同体
校外教育
拓展性学习
Museum-school Partnership
Teacher Learning
Learning Community
After-school Education
Expansive Learning
