从“局外人”到“局内人”:中小学教师参与“U-S”合作的角色困境及其转变——基于北京市“U-S”合作项目的调查分析
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摘要
大学与中小学合作(U-S)已经成为当前中小学学校改进的一种主要模式,也是促进教育理论研究成果向实践转化的重要途径。教师作为实践主体,其角色定位及其作用发挥在很大程度上决定着合作的实效性。调查研究表明,教师在"U-S"合作项目中陷入"局外人"的角色困境,表现出高负荷下的"消极参与"、行政主导下的"被参与"、专业话语霸权下的"沉默参与"、脱离实际需求的"低效参与"等现象,教师对"U-S"合作项目的整体满意度偏低。要实现教师从"局外人"向"局内人"的转变,需要以"政治取向"和"文化取向"代替合作中的"技术取向"、在"U-S"之间构建"发展性伙伴关系"、关照和回应不同教师的困境与需求、采取以欣赏为主的工作方式和构建"学术、行政、实践"三位一体的合作机制。
"U-S" cooperation has been one of the most important models to improve the primary and secondary schools and is also an important way to transfer educational theory into practice. As the subject of practice, teachers' role orientation and its role play largely determine the effectiveness of cooperation. Investigation shows that teachers are trapped in the role dilemma of "outsiders" in "U-S" cooperation projects, showing the phenomenon of "inactive participation" under high load, "passive participation" under administrative leadership, "silent participation" under the hegemony of professional discourse, and "inefficient participation" out of actual needs.Teachers' overall satisfaction with "U-S" cooperation projects is low. In order to change teachers' role from outsiders to insiders, some strategies should be employed such as upholding "political and cultural orientation" instead of "technological orientation" , building developmental partnership between "U" and "S" , caring about and responding to teachers' problems and requirements, taking an appreciation-based approach and constructing the trinity cooperation mechanism of"academic, administrative and practical" .
"U-S" cooperation has been one of the most important models to improve the primary and secondary schools and is also an important way to transfer educational theory into practice. As the subject of practice, teachers' role orientation and its role play largely determine the effectiveness of cooperation. Investigation shows that teachers are trapped in the role dilemma of "outsiders" in "U-S" cooperation projects, showing the phenomenon of "inactive participation" under high load, "passive participation" under administrative leadership, "silent participation" under the hegemony of professional discourse, and "inefficient participation" out of actual needs.Teachers' overall satisfaction with "U-S" cooperation projects is low. In order to change teachers' role from outsiders to insiders, some strategies should be employed such as upholding "political and cultural orientation" instead of "technological orientation" , building developmental partnership between "U" and "S" , caring about and responding to teachers' problems and requirements, taking an appreciation-based approach and constructing the trinity cooperation mechanism of"academic, administrative and practical" .
引文
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[2]Michael Fullan,Erskine-Cullen Ethne,Watson Nancy.The Learning Consortium:A School-University Partnership Program[M].London:Routledge Falmer,1995:187-191.
[3]Lewison,Mitzi,Holliday,Sue.Control,TrU-Stand Rethinking traditional Roles:Critical Elements in Creating a Mutually Beneficial UniversitySchool Partnership[J].Teacher Education Quarterly,1997,(1):105-26.
[4]Smith,Martin H.,Trexler,Cary J.A University-School Partnership Model:Providing Stakeholders with Benefits to Enhance Science Literacy[J].Action in Teacher Education,2006,(4):23-34.
[5]卢乃桂,操太圣.立法者与阐释者:大学专家在“校院合作”中角色之嬗变[J].复旦教育论坛,2003,(1):18-21.
[6][加]富兰.教育变革的新意义(第四版)[M].武云斐译.上海:华东师范大学出版社,2010:12.
[7]李伟,程红艳.“U-S”式学校变革成功的阻碍及条件[J].高等教育研究,2014,(6):68-75.
[8]孙元涛.从“捉虫”效应与“喔”效应说开去——关于大学与中小学合作研究的理论分析[J].上海教育科研,2006,(12):8-11.
[10]杨颖东.大学与中小学伙伴合作现象的文化学解释[J].教育发展研究,2012,(15-16):90-94.
[11]陈振华,程家福.论U-S合作长效机制的构建[J].教育发展研究,2013,(4):54-59.
[12]谢翌.学校文化重建个案研究--N中学校本变革解读[J].教育理论与实践,2007,(10):21-25.
[13]Day.C.Developing Teacher:The Challenges of Lifelong Learning[M].London:Falmer Press,1998:42-45.
[14]C.Biiott,J.Nias.“Imposed Support for Teachers'Learning:Implementation or Development Partnerships?”In Working and Learning Together for Change[M].Buckingham:Open University Press,1992:3-18.
[15]卢乃桂,陈峥.作为教师领导的教改策略——从组织层面探讨欧美的做法与启示[J].教育发展研究,2006,(9A):54-57.
[16]卢乃桂.能动者的思索——香港学校改进协作模式的再造与更新[J].教育发展研究,2007,(12B):1-9.
[17]王艳秋.美英两国大学与中小学合作模式比较研究[J].江苏教育研究,2010,(1):56-57.
[18][美]吉纳·E.霍尔,雪莱·M.霍德.实施变革:模式、原则与困境[M].吴晓玲译.杭州:浙江教育出版社,2004:6.