信息技术支持的城乡教师教学共同体构建研究
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摘要
文章基于推进城乡义务教育一体化发展的政策要求和城乡教育发展不均衡的现实问题,从提升农村教师教学能力的视角出发,在共同体理论的指导下,提出了建立城乡教师教学共同体的理论构想。信息技术支持的城乡教师教学共同体是一种任务型学习共同体,它试图利用互联网技术和信息化手段,将城乡教师聚合在网络学习空间,通过机制创新、智力流动等方式,使城市学校优秀教师能够帮助农村教师提升其教学能力、促进其专业发展,进而提升农村学校教学质量,最终让每个孩子都能享有公平而有质量的教育。
Based on the policy requirements of promoting the integration of urban and rural compulsory education and the practical problem of imbalanced development of urban and rural education,the paper,from the perspective of improving rural teachers' teaching ability,puts forward the theoretical conception of establishing a teaching community for urban and rural teachers under the guidance of community theory. The teaching community supported by information technology is a kind of task-based learning community. It attempts to use Internet technology and information technology to gather the urban and rural teachers in online learning space, and then excellent teachers in urban schools can help rural teachers improve their teaching ability and promote their professional development through mechanism innovation and flow of intelligence flowing and so on., thereby improving the teaching quality of rural schools and enabling every child to enjoy a fair and quality education.
Based on the policy requirements of promoting the integration of urban and rural compulsory education and the practical problem of imbalanced development of urban and rural education,the paper,from the perspective of improving rural teachers' teaching ability,puts forward the theoretical conception of establishing a teaching community for urban and rural teachers under the guidance of community theory. The teaching community supported by information technology is a kind of task-based learning community. It attempts to use Internet technology and information technology to gather the urban and rural teachers in online learning space, and then excellent teachers in urban schools can help rural teachers improve their teaching ability and promote their professional development through mechanism innovation and flow of intelligence flowing and so on., thereby improving the teaching quality of rural schools and enabling every child to enjoy a fair and quality education.
引文
[1]范先佐,战湛.我国县域城乡义务教育发展存在的问题、原因及对策[J].贵州师范大学学报(社会科学版),2016(6):65.
[2]国务院办公厅.国务院关于统筹推进县域内城乡义务教育一体化改革发展的若干意见[Z].2016-07-02.
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[4]张力.城乡一体化发展是义务教育均衡发展的更高要求[J].中国教育学刊,2017(12):3-5.
[5]中华人民共和国教育部.中国教育统计年鉴(2016)[M].北京:中国统计出版社,2017:550-558.
[6]张源源.城乡义务教育教师分层化问题研究[D].长春:东北师范大学,2011:80-94.
[7] DAY G.Community and everyday life[M]. Now York:Routledge Publish Press,2005:5.
[8]李慧凤,蔡旭昶.“共同体”概念的演变、应用与公民社会[J].学术月刊,2010(6):19-25.
[9] SERGIOVANNI T J. Building community in schools[M].San Francisco:Jossey-Bass,1994:48.
[10] FELLIN P. The comunity and the social workers[M].Itasca,IL:F.E.PEACOCK,2001:70.
[11]安富海.学习空间支持的智力流动:破解民族地区教师交流困境的有效途径[J].电化教育研究,2017(9):103.
[12]袁维新.教师学习共同体的自组织特征与形成机制[J].教育科学,2010(5):59.
[13] HUFFMAN J B,HIPP K K.学习型学校的文化重构[M].贺凤美,译.北京:中国轻工业出版社,2006:7.
[14]彼得·圣吉.第五项修炼——学习型组织艺术与实务[M].郭进隆,译.上海:上海三联书店,1998:237.
[15]祝智庭,协同学习:面向知识时代的学习技术系统框架[J].中国电化教育,2006(4):5-9.
[2]国务院办公厅.国务院关于统筹推进县域内城乡义务教育一体化改革发展的若干意见[Z].2016-07-02.
[3]十六大以来重要文献汇编(上册)[G].北京:中央文献出版社,2005:17.
[4]张力.城乡一体化发展是义务教育均衡发展的更高要求[J].中国教育学刊,2017(12):3-5.
[5]中华人民共和国教育部.中国教育统计年鉴(2016)[M].北京:中国统计出版社,2017:550-558.
[6]张源源.城乡义务教育教师分层化问题研究[D].长春:东北师范大学,2011:80-94.
[7] DAY G.Community and everyday life[M]. Now York:Routledge Publish Press,2005:5.
[8]李慧凤,蔡旭昶.“共同体”概念的演变、应用与公民社会[J].学术月刊,2010(6):19-25.
[9] SERGIOVANNI T J. Building community in schools[M].San Francisco:Jossey-Bass,1994:48.
[10] FELLIN P. The comunity and the social workers[M].Itasca,IL:F.E.PEACOCK,2001:70.
[11]安富海.学习空间支持的智力流动:破解民族地区教师交流困境的有效途径[J].电化教育研究,2017(9):103.
[12]袁维新.教师学习共同体的自组织特征与形成机制[J].教育科学,2010(5):59.
[13] HUFFMAN J B,HIPP K K.学习型学校的文化重构[M].贺凤美,译.北京:中国轻工业出版社,2006:7.
[14]彼得·圣吉.第五项修炼——学习型组织艺术与实务[M].郭进隆,译.上海:上海三联书店,1998:237.
[15]祝智庭,协同学习:面向知识时代的学习技术系统框架[J].中国电化教育,2006(4):5-9.