学科教学论教师教学实践共同体:内涵、价值及其实现途径
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摘要
学科教学论教师教学实践共同体是政府相关部门、高校、中小学"三位一体"协同育人的体现,其参与者主要是学科教学论教师与一线中小学教师。该共同体的构建能促进学科教学论教师发展实践知识、获得身份认同,也有助于中小学一线教师掌握教育科研方法。而学科教学论教师教学实践共同体的实现需要明确教师发展需求,组建组织管理小组,提供应相资源保障,合理设计评价方式,积极促进文化融合,发挥政府部门作用。
The teachers' community of disciplinary teaching theory and teaching practice is the embodiment of collaborative education among relevant government departments,universities and primary and secondary schools,with teachers majoring in pedagogy and teachers of primary and secondary schools as its main participants. The establishment of this community can promote teachers majoring in pedagogy to gain practical knowledge and identity,and also help teachers in primary and secondary schools master methods of education and scientific research. The realization of the teahers' community requires the clarification of teachers' development needs,the establishment of an organizational management group,corresponding resources,reasonable evaluation methods,the active promotion of cultural integration,and the important role of government departments.
The teachers' community of disciplinary teaching theory and teaching practice is the embodiment of collaborative education among relevant government departments,universities and primary and secondary schools,with teachers majoring in pedagogy and teachers of primary and secondary schools as its main participants. The establishment of this community can promote teachers majoring in pedagogy to gain practical knowledge and identity,and also help teachers in primary and secondary schools master methods of education and scientific research. The realization of the teahers' community requires the clarification of teachers' development needs,the establishment of an organizational management group,corresponding resources,reasonable evaluation methods,the active promotion of cultural integration,and the important role of government departments.
引文
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[2]WENGER,E.Community of Practice:Learning,meaning,and identity[M].Cambridge University Press,1998.
[3]丁邦平.国际比较视角下的理科学科教学论与科学教师教育体制改革[J].当代教师教育,2012(3).
[4]陈向明.搭建实践与理论之桥——教师实践性知识研究[M].北京:教育科学出版社,2011.
[5]陈向明.实践性知识:教师专业发展的知识基础[J].北京大学教育评论,2003(1).
[6]史晖.“我”将何去何从——高师院校学科教学论教师的生存困境[J].教师教育研究,2009(4).
[7]SARASON.Human Services and Resource Networks[M].San Francisco:Jossey-Bass,1977.
[8]杨季冬,王后雄.学科教学论教师专业发展新模式——教学实践共同体的建构及其保障体系[J].教师教育论坛,2018(11).
[9]伍红林.美国大学与中小学合作教育研究:历史、问题、模式[J].比较教育研究,2008(8).
[10]蒋国平.大学和中小学教师教育合作共同体培育研究[J].信阳师范学院学报:哲学社会科学版,2015(4).
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