基于伙伴协作的跟踪培训:理念、困境与实践策略
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摘要
教师教育的实践转向要求教师培训更多地关注教师实践和长期提升。伙伴协作概念的融入,不仅给关注教师实践和长期发展的跟踪培训提供了有效的途径,而且通过共同协作与探索,为学校教学改进与持续发展奠定了基础。然而,现实中的协作是复杂的,培训者与教师之间的隔阂以及大学与中小学文化的差异等阻碍着有效协作的进行,降低了跟踪培训的效果。突破现有培训机制的限制,寻求共同协作追求,建立基于实质内容项目的协同合作机制,是突破障碍、提高培训效果的有效策略。
The practical turn of teacher education requires teacher training to pay more attention to the teacher's practice and the teacher's long-term promotion. Since the concept of partnership was integrated into teacher education,it has not only provided an effective way for the tracking training which pays attention to the teacher's practice and long-term development,but also laid a foundation for the improvement of school teaching and the continuous development of school through collaboration and exploration. However,the cooperation in reality is complex.The barriers between trainers and teachers,and the cultural differences between universities and primary and secondary schools have hindered the effective collaboration,and reducedthe effect of tracking training. It is an effective strategy to break through obstacles to improve the training effect by breaking through the limitation of existing training mechanism,seeking for the collaboration and establishing the cooperative mechanism based on the project of substance.
The practical turn of teacher education requires teacher training to pay more attention to the teacher's practice and the teacher's long-term promotion. Since the concept of partnership was integrated into teacher education,it has not only provided an effective way for the tracking training which pays attention to the teacher's practice and long-term development,but also laid a foundation for the improvement of school teaching and the continuous development of school through collaboration and exploration. However,the cooperation in reality is complex.The barriers between trainers and teachers,and the cultural differences between universities and primary and secondary schools have hindered the effective collaboration,and reducedthe effect of tracking training. It is an effective strategy to break through obstacles to improve the training effect by breaking through the limitation of existing training mechanism,seeking for the collaboration and establishing the cooperative mechanism based on the project of substance.
引文
[1]宋岭.“国培计划”跟踪指导的现实困境与突破[J].教师教育研究,2018,(3):33-38.
[2]操太圣,卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京:教育科学出版社,2007.4.
[3]Wasonga C O,Rari B O,Wanzare Z O.Re-Thinking School-University Collaboration:Agenda for the 21st Century.[J].Educational Research&Reviews,2011,6(11):1036-1045.
[4]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.
[5]Hopkins D,Reynolds D.The last,Resent and Future of School Improvement[J].British Educational Research Journal,2001,27,(4):459-475.
[6]万秀兰.大学如何促进中小学教师专业化——以香港中文大学“大学与学校伙伴协作中心”的项目活动为例[J].浙江师范大学学报(社会科学版),2007,(2):10-13.
[7]杨文爽,程耀忠.关于大学——中小学伙伴协作的理性思考[J].东北师大学报(哲学社会科学版),2014,(4):182-186.
[8]谢丽,李念.情境学习理论对教师培训的启示[J].中小学教师培训,2006,(11):16-18.
[9]张景斌.大学与中小学的伙伴协作:动因、经验与反思[J].教育研究,2008,(3):84-89.
[10]李瑾瑜.有效教师培训须多方关注务实操作[N].中国教育报,2010-04-09(5).
[11]李国栋,杨小晶.U-D-S伙伴协作:理念、经验与启示[J].外国教育研究,2013,(10):30-37.
[12]牛瑞雪.行动研究为什么搁浅了——大学与中小学合作研究的困境与出路[J].课程·教材·教法,2006,(2):69-75.
[13]Clark R W.School-University Relationships:An Interpretive Review[M].//SIROTNIK K A,Goodlad J I.School-University PartnershipsinAction:Concepts,Cases,andConcers.New York:Teachers College Press,1988.55.
[14]肖正德.冲突与共融:大学与中小学伙伴合作的文化理路[J].社会科学战线,2011,(7):216-220.
[15]颜宝月,欧用生,张素贞.台湾推动大学与中小学携手合作:理念、实践与对策[J].教育发展研究,2011,(20):34-38.
[16]叶澜.大学专业人员在协作开展学校研究中的作用[J].中国教育学刊,2009,(9):1-7.
[17]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,(Z2):90-95.
[18]Eargle J E.“I’m Not a Bystander”:Developing Teacher Leadership in a Rural School-University Collaboration.[J].Rural Educator,2013,35(1):23-33.
[19]操太圣,卢乃桂.挑战、支持与发展:伙伴协作模式下的教师成长[J].教育研究,2006,(10):27-31.
[20]苏尚锋.US伙伴协作中的隔阂与差异[J].教育发展研究,2013,(20):53-56.
[21]邬志辉.学校改进的“本土化”与内生模式探索——大学与中小学合作伙伴关系的维度[J].教育发展研究,2010,(4):1-5.
[22]吴惠强.全员培训背景下的县级进修学校培训能力分析[J].教育研究,2015,(6):145-150.
[23]宋岭,靳超.教师培训跟进指导的本质与策略[J].成人教育,2015,(10):81-83.
[24]谭维智.教师专业自主发展模式探析[J].教育发展研究,2008,(8):38-41.
[2]操太圣,卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京:教育科学出版社,2007.4.
[3]Wasonga C O,Rari B O,Wanzare Z O.Re-Thinking School-University Collaboration:Agenda for the 21st Century.[J].Educational Research&Reviews,2011,6(11):1036-1045.
[4]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.
[5]Hopkins D,Reynolds D.The last,Resent and Future of School Improvement[J].British Educational Research Journal,2001,27,(4):459-475.
[6]万秀兰.大学如何促进中小学教师专业化——以香港中文大学“大学与学校伙伴协作中心”的项目活动为例[J].浙江师范大学学报(社会科学版),2007,(2):10-13.
[7]杨文爽,程耀忠.关于大学——中小学伙伴协作的理性思考[J].东北师大学报(哲学社会科学版),2014,(4):182-186.
[8]谢丽,李念.情境学习理论对教师培训的启示[J].中小学教师培训,2006,(11):16-18.
[9]张景斌.大学与中小学的伙伴协作:动因、经验与反思[J].教育研究,2008,(3):84-89.
[10]李瑾瑜.有效教师培训须多方关注务实操作[N].中国教育报,2010-04-09(5).
[11]李国栋,杨小晶.U-D-S伙伴协作:理念、经验与启示[J].外国教育研究,2013,(10):30-37.
[12]牛瑞雪.行动研究为什么搁浅了——大学与中小学合作研究的困境与出路[J].课程·教材·教法,2006,(2):69-75.
[13]Clark R W.School-University Relationships:An Interpretive Review[M].//SIROTNIK K A,Goodlad J I.School-University PartnershipsinAction:Concepts,Cases,andConcers.New York:Teachers College Press,1988.55.
[14]肖正德.冲突与共融:大学与中小学伙伴合作的文化理路[J].社会科学战线,2011,(7):216-220.
[15]颜宝月,欧用生,张素贞.台湾推动大学与中小学携手合作:理念、实践与对策[J].教育发展研究,2011,(20):34-38.
[16]叶澜.大学专业人员在协作开展学校研究中的作用[J].中国教育学刊,2009,(9):1-7.
[17]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,(Z2):90-95.
[18]Eargle J E.“I’m Not a Bystander”:Developing Teacher Leadership in a Rural School-University Collaboration.[J].Rural Educator,2013,35(1):23-33.
[19]操太圣,卢乃桂.挑战、支持与发展:伙伴协作模式下的教师成长[J].教育研究,2006,(10):27-31.
[20]苏尚锋.US伙伴协作中的隔阂与差异[J].教育发展研究,2013,(20):53-56.
[21]邬志辉.学校改进的“本土化”与内生模式探索——大学与中小学合作伙伴关系的维度[J].教育发展研究,2010,(4):1-5.
[22]吴惠强.全员培训背景下的县级进修学校培训能力分析[J].教育研究,2015,(6):145-150.
[23]宋岭,靳超.教师培训跟进指导的本质与策略[J].成人教育,2015,(10):81-83.
[24]谭维智.教师专业自主发展模式探析[J].教育发展研究,2008,(8):38-41.