“教师专业学习社群”视角下融合教育教师的专业发展
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摘要
在当前融合教育发展与教育改革的背景下,融合教育教师专业发展被提到了新的高度。针对融合教育教师专业发展的现状,探寻一种经济、高效的适合融合教育教师专业发展的模式逐渐成为融合教育教师专业发展的关键。"专业学习社群"作为提升教师专业素养与能力的重要组织,其强调在一定的支持条件下,教师通过合作、对话、共享交流的方式建立共同的愿景,改变教师隔离的状态,成为有效促进教师专业发展的首选途径。
With the demand of the inclusive education development and education reform,the professional development of inclusive teachers has reached a new height. Based on the current situation of inclusive teachers' professional development,exploring an economical and efficient model for the professional development of inclusive teachers has gradually become more and more critical. "Professional Learning Community ", as an important practical theory to enhance teachers ' professional accomplishment and ability,emphasizes that under the condition of certain support,teachers establish a common vision through cooperation,dialogue and sharing of communication,and break the isolated state of the teachers,which is the preferred way to promote the professional development of the teachers.
With the demand of the inclusive education development and education reform,the professional development of inclusive teachers has reached a new height. Based on the current situation of inclusive teachers' professional development,exploring an economical and efficient model for the professional development of inclusive teachers has gradually become more and more critical. "Professional Learning Community ", as an important practical theory to enhance teachers ' professional accomplishment and ability,emphasizes that under the condition of certain support,teachers establish a common vision through cooperation,dialogue and sharing of communication,and break the isolated state of the teachers,which is the preferred way to promote the professional development of the teachers.
引文
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[26]宋发绪,董先锋.教师专业发展视域下学习型体育教研组的建构[J].学校体育学,2014(29):61-63.
[2]何素华.新修订特殊教育课程纲要实施之挑战与因应措施[J].特殊教育季刊,2013(126):1-8.
[3]Huan Song.The Role of Teachers'Professional Learning Communities in the Context of Curriculum Reform in High Schools[J].Chinese Education and Society,2013(4):81-95.
[4]Nelson,T.H.,Slavit,D.Collaborative Inquiry Among Science and Mathematics Teachers in the USA:Professional Learning Experiences Through Cross-grade,Crossdiscipline Dialogue[J].Journal of In-service Education,2007(1):223-239.
[5]吴静如.以教师专业学习社群促进融合教育发展[J].台湾特殊教育月刊,2015(1):186-190.
[6]李士娟,代建军.教师专业学习社群研究:背景、内涵与价值意蕴[J].教育理论与实践,2016(22):44-47.
[7][20]王丽.中小学教师专业学习社群及其建设[J].教育管理,2013(2):171-173.
[8][24]张佳,彭新强.中国大陆教师专业学习社群的内涵与发展——基于对上海市中小学的调查研究[J].教师教育研究,2014(3):61-68.
[9]Hord,S.Professional Learning Communities:What Are They and Why Are They Important[J].Issues About Change,1997(1):1-8.
[10]台湾“教育部”.中小学教师专业学习社群手册[M].台北市:“教育部”,2009:1.
[11]邓猛,颜廷睿.融合教育理论反思与本土化探索[M].北京:北京大学出版社,2014:166.
[12]戎瑶,刘蕾,王丽英.普通教育教师对孤独症谱系融合教育态度的调查研究[C].中国心理学会发展心理专业委员会第十三届学术年会摘要集.长春:东北师范大学教育学部心理学院,2015.
[13]朱佳妮,姚莉萍,陈超翰.随班就读轻度智力落后学生学校范围内社会支持现状的调查[J].中国特殊教育,2004(5):11-15.
[14][18]兰继军,于翔.加强教师教育改革、培养全纳型的教师[J].中国特殊教育,2006(1):14-18.
[15]赵斌.教师专业化背景下特殊教育一线教师的培训现状及思考[J].中国特殊教育,2007(4):57-59.
[16]曹红卫.我国特殊教育教师职后培训模式新探[J].中国特殊教育,2004(11):70-72.
[17]张继成,王志华.校本培训:特殊教育教师专业化发展之快车道[J].绥化学院学报,2011(8):13-15.
[19]艾述华.国内特殊教育教师发展研究综述[J].中国特殊教育,2013(2):27-30.
[21]马超.群体知识观视域下的教师专业学习社群[J].清华大学教育研究,2012(1):81-86.
[22]田恬.构建高校学习型教研组织——促进高校教师专业发展[J].知识经济,2013(3):147-148.
[23]吴秀春.加强中小学教师专业学习社群运作有效做法之探讨[J].台湾教育评论月刊,2014(9):145-162.
[25]张淑宜,辛俊德.学习社群于教师专业表现关系之研究[J].台中教育大学学报,2011(1):83-103.
[26]宋发绪,董先锋.教师专业发展视域下学习型体育教研组的建构[J].学校体育学,2014(29):61-63.