我国教研员专业发展的思考
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摘要
教研员是助推我国基础教育质量提升的重要力量,具有鲜明的中国特色。改革开放40年来,教研员的专业发展经历了行政权威主导、行政赋权履行管理职能、学术职责主导的内涵式专业发展三个阶段,呈现出复杂性、情境性、创造性特点,但其专业发展存在着身份角色不明,职能定位不清,专业与现实条件的冲突等问题,其原因在于选拔体制不健全和系统培训缺失,缺乏对教研活动本质的追问,对行政权力的依附。只有转变对教学研究的认识,创新教研员的选拔机制,实现由专业发展到专业生活的回归,才能推动教研员的专业发展。
Teaching and research staff are important academic forces to improve the quality of basic education in China.Over the past 40 years of reform and opening-up,the professional development of teaching and research staff has experienced the period of administrative authority,the period of administrative empowerment,and the period of connotative professional development dominated by academic duties, and presents the characteristics of complexity, situationality and creativity.Nevertheless,there are also some problems emerge in the the professional development of teaching and research staff,such as role ambiguity,unclear function orientation,and confliction between professional and realistic conditions.Possible reasons include the imperfection of selection system,the lack of systematic training,short of the pursuit to the nature of teaching and research activities and the dependence of administrative power.Only by shifting the understanding of teaching research,changing the selection mechanism of teaching and research staff,and implementing the professional development of teaching and research staff into all aspects of their professional life,can we realize the professional development of teaching and research staff.
Teaching and research staff are important academic forces to improve the quality of basic education in China.Over the past 40 years of reform and opening-up,the professional development of teaching and research staff has experienced the period of administrative authority,the period of administrative empowerment,and the period of connotative professional development dominated by academic duties, and presents the characteristics of complexity, situationality and creativity.Nevertheless,there are also some problems emerge in the the professional development of teaching and research staff,such as role ambiguity,unclear function orientation,and confliction between professional and realistic conditions.Possible reasons include the imperfection of selection system,the lack of systematic training,short of the pursuit to the nature of teaching and research activities and the dependence of administrative power.Only by shifting the understanding of teaching research,changing the selection mechanism of teaching and research staff,and implementing the professional development of teaching and research staff into all aspects of their professional life,can we realize the professional development of teaching and research staff.
引文
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[2]沈伟.中国大陆教研员:制度形成与身份建构[J].全球教育展望,2013(12):60-67.
[3]李建平.教研——如何适应课程改革的需要[N].中国教育报,2003-05-25.
[4]谢维和.教育活动的社会学分析——一种教育社会学的研究[M].北京:教育科学出版社,2000:217.
[5]中华人民共和国国家教育委员会.关于改进和加强教学研究室工作的若干意见[S].1990.
[6]丛立新.沉默的权威——中国基层教育教研组织[M].北京:北京师范大学出版社,2011:17.
[7]教育部.基础教育课程改革纲要(试行)[S].2001.
[8]刘旭东,吴原.教育研究的传统与科学化[J].教育研究,2011(4):10-14.
[9]朱志平.教研员何以异化为“考研员”对教研员工作价值的思考[J].人民教育,2008(9):33-35.
[10]宋萑.论中国教研员作为专业领导者的新角色理论建构[J].教师教育研究,2012(1):18-25.
[11]崔允漷.论教研室的定位与教研员的专业发展[J].上海教育科研,2009(8):4-8.
[12]翟立安.教研员担当“专业的课程领导者”?——与崔允漷教授商榷[J].上海教育科研,2012(2):52-53.
[13]魏宏聚.课程范式转型与教研员角色重塑[J].中国教育学刊,2010(3):47-49.
[14]王培峰.教研员职能转变的定位与路径[J].中国教育学刊,2009(2):81-84.
[15]刘旭东.行动:教育理论创新的基点[J].教育研究,2014(5):5-10.
[16]皮埃尔·布迪厄.实践感[M].蒋梓骅,译.南京:译林出版社,2003:15-17.
[17]卢立涛,沈茜,梁威.职业生命的“美丽蜕变”:从一线教师到优秀教研员——兼论教研员实践性知识的生成过程[J].教师教育研究,2016(3):1-12.
[18]何姗云.课程改革背景中的教师专业认同研究[D].上海:华东师范大学,2009:1-2.
[19]叶澜.思维在断裂处穿行——教育理论与教育实践关系的再寻找[J].中国教育学刊,2001(8):1-6.