伙伴协作中大学教师的角色与作用发挥
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摘要
大学和中小学伙伴合作是促进教师专业发展、助力学校变革迈向卓越的重要路径之一。在伙伴协作中,我们需要关注协作过程本身对大学教师角色的诉求,要使大学教师成为伙伴协作中的平等参与者、知识经验的建构者、专业发展的能动者、理论与实践关系的再构者以及中小学变革的专业引领者,使大学教师在参与学校变革、促进教师专业成长、构建科学研究话语体系、开展本土研究以及参与现代学校治理中发挥重要的作用。
Partnership between universities and primary and secondary schools is one of the important ways to promote teachers' professional development and school reform.In the partnership,we should pay attention to university teachers' demands,leading them become partners in the construction of equal participation,knowledge and experience,professional activity,theory and practice of the reconstruction and transformation of school professional leadtrship.It plays an important role in participating in school reform,promoting teachers' professional development,building a scientific research discourse system,carrying out local research and engagement of the governance of modern schools.
Partnership between universities and primary and secondary schools is one of the important ways to promote teachers' professional development and school reform.In the partnership,we should pay attention to university teachers' demands,leading them become partners in the construction of equal participation,knowledge and experience,professional activity,theory and practice of the reconstruction and transformation of school professional leadtrship.It plays an important role in participating in school reform,promoting teachers' professional development,building a scientific research discourse system,carrying out local research and engagement of the governance of modern schools.
引文
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[2]叶澜,李政涛,等.“新基础教育”研究史[M].北京:教育科学出版社,2010:147-152.
[3]李朝阳.古德莱德的师范教育改革设想探析[J].比较教育研究,2008,226(11):73-76.
[4]陈桂生.到中小学去研究教育:“教育行动研究”的尝试[M].上海:华东师范大学出版社,2003:18.
[5]雅斯贝尔斯.什么是教育[M].邹进,译.上海:三联书店,1991:170.
[6]FULLAN M.Learning to lead change:building system capacity[R].Hong Kong:International Workshop Series,2007.
[7]STOII L.Realising our potential:understanding and developing capacity for lasting improvement[J].School Effectiveness and School Improvement,1999,10(4):503-532.DOI:10.1076/sesi.10.4.503.3494.
[8]HALLINGER P,HECK R H.Exploring the principal's contribution to school effectiveness:1980—1995[J].School Effectiveness and School Improvement,1998,9(2):157-191.
[9]李帅,霍秉坤.学校持续改进的关键:能动者建构能量[J].全球教育展望,2015,338(9):38-46.
[10]王鉴,王力争.课堂教学变革的力量:能动者的联动[J].教育研究,2016,443(12):97-105.
[11]涂尔干.道德教育[M].陈光金,沈杰,朱谐汉,译.上海:上海人民出版社,2001:339.
[12]刘旭东.教育行动的逻辑与教育理论创新:兼论哈耶克的“必然无知”理论[J].教育研究,2016,441(10):11-17.
[13]伍红林.“U-S”协作背景下的中小学校际共同体:动力、内涵与运作策略[J].教育发展研究,2009(18):27-32.
[14]黑玉琴.跨学科视角的话语分析研究[M].北京:北京大学出版社,2013:12.
[15]孙绵涛.现代教育治理体系的概念、要素及结构探析[J].教育研究与实验,2015(6):52-56
[2]叶澜,李政涛,等.“新基础教育”研究史[M].北京:教育科学出版社,2010:147-152.
[3]李朝阳.古德莱德的师范教育改革设想探析[J].比较教育研究,2008,226(11):73-76.
[4]陈桂生.到中小学去研究教育:“教育行动研究”的尝试[M].上海:华东师范大学出版社,2003:18.
[5]雅斯贝尔斯.什么是教育[M].邹进,译.上海:三联书店,1991:170.
[6]FULLAN M.Learning to lead change:building system capacity[R].Hong Kong:International Workshop Series,2007.
[7]STOII L.Realising our potential:understanding and developing capacity for lasting improvement[J].School Effectiveness and School Improvement,1999,10(4):503-532.DOI:10.1076/sesi.10.4.503.3494.
[8]HALLINGER P,HECK R H.Exploring the principal's contribution to school effectiveness:1980—1995[J].School Effectiveness and School Improvement,1998,9(2):157-191.
[9]李帅,霍秉坤.学校持续改进的关键:能动者建构能量[J].全球教育展望,2015,338(9):38-46.
[10]王鉴,王力争.课堂教学变革的力量:能动者的联动[J].教育研究,2016,443(12):97-105.
[11]涂尔干.道德教育[M].陈光金,沈杰,朱谐汉,译.上海:上海人民出版社,2001:339.
[12]刘旭东.教育行动的逻辑与教育理论创新:兼论哈耶克的“必然无知”理论[J].教育研究,2016,441(10):11-17.
[13]伍红林.“U-S”协作背景下的中小学校际共同体:动力、内涵与运作策略[J].教育发展研究,2009(18):27-32.
[14]黑玉琴.跨学科视角的话语分析研究[M].北京:北京大学出版社,2013:12.
[15]孙绵涛.现代教育治理体系的概念、要素及结构探析[J].教育研究与实验,2015(6):52-56