摘要
普通高中基层教研组织是学校的基本单位,是教师成长、发展、互动的群体。尽管传统教研组织在“教师职业化”方面意义深远,但其在现实中过于彰显科层性管理功能:只涉及问题的解决,而不注重问题的发现和问题的界定;高扬的“工具理性”阻碍了“教师职能的专业化”的发展。面对走向“专业化的教师职业”问题,本研究认为:对教研组的研究和改型变得十分必要;构建一个弹性教研组织作为教师反思、批判和发展的平台已势在必行。
The grass-roots teaching and researching section (TARS) is the school s basic unit in an ordinary senior high school, and is also a community for teachers to grow, develop and interact. Although the traditional teaching and researching section is of great significance to the professionalization of teachers, it only concerns the solving of problems and yet neglects the discovering and defining of problems. Besides, its tool rationality hinders the development of the professionalization of educational functio...
出处
《教育理论与实践》
CSSCI
北大核心
2003年第9期33-37,共5页
Theory and Practice of Education
关键词
弹性教研组织
科层体制
教研内涵
flexible teaching and researching section
bureaucracy system
connotation of teaching and researching
