创新初中英语教研组建设的模式探索
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摘要
20世纪50年代以来,教研组建设在我国走过了漫长而又曲折的历程,在不同的历史时期,发挥着其特有的作用,曾有单学科及联科教研管理的功能强化,而80年代以来,因年级组的日趋强大而出现功能弱化乃至退化。
随着基础教育课程改革的深入发展,校本教研作为新课程改革的有效推进环节,正受到越来越多教师的欢迎,而作为实施校本教研核心组织的教研组,对课程改革的深入实施起着十分重要的作用,因此,教研组建设正越来越受到教育行政部门、学校及教师的重视。如果不能顺利转型,改善其功能,将严重影响教育改革的顺利推进。
同时,国外学习型组织不断涌现,为我国教研组建设的转型打开了新的视角,并提供了可资借鉴的经验。
本研究以教育生态学及马斯洛的需要层次论作为基本的理论基础,创新教研组团队建设模式,提出“生态型教学共同体”的架构模式。在教研组共同愿景的提炼中,教研组成员们在专家引领中更新教育理念,在课堂教学分析中提升教学技能,在阶段性问题研究中解决教学困难,在资源共建共享中提高研究效率,在论坛、网络互动中实现智慧互通,在递进式课题研究中物化教学成果,并在学校的支撑中,教师、学生、学校获得共同发展。即在团队活动中,形成团队文化并凝练出团队精神,从而使整个教研组的发展进入一个良性循环。在这种新模式的构建中,整个团队及其中成员的生态发展幅度明显加大,其自身生存、对外交流的活力也明显提高,显示出旺盛的生命力。
Since 1950s, the construction of Teaching and Researching Group (TRG) has gone through a long and tortuous way in China. In different historical periods, it plays its unique role, and once it was very powerful in teaching management. But since 1980s, TRG has been weakened or even retrograded due to the increasing of management of Grade Group.
With the deepening reform of basic education curriculum, TRG has been more and more important to the School-based Curriculum Reform, and it is welcomed by more and more teachers. Therefore, the construction of TRG is increasingly being paid much more attention by educational administrative departments, schools and teachers. If you can not successfully improve their function, it will seriously affect the progress of education reform.
Meanwhile, study organizations continue to emerge abroad, and they have opened a new perspective, and provided a valuable experience.
In this study, taking the theory of Ecology of Education and Maslow's Hierarchy of Needs, we've created a better model for the development of TRG, called "Ecotype Teaching and Learning Community". Firstly, the shared vision of the whole group has been refined. Secondly, all members are led by experts to update the educational philosophy. Thirdly, members improve teaching skills in the analysis of classroom teaching. Fourthly, the team solves the teaching difficulties in the research of periodical teaching problems. Fifthly, all members improve the research efficiency by resources sharing. Sixthly, all members achieve intelligence sharing by forums and the network interaction, and materialize achievement in the progressive teaching research, so the teachers, students and school develop together. That is, in the team activities, the culture and the spirit of the team formed, so that the TRG entered a virtuous circle in developing. In the Construction of this new model, the whole team and its members significantly increase the ecological amplitude, and its own survival, ability of interaction are also markedly improved, and showing great vitality.
随着基础教育课程改革的深入发展,校本教研作为新课程改革的有效推进环节,正受到越来越多教师的欢迎,而作为实施校本教研核心组织的教研组,对课程改革的深入实施起着十分重要的作用,因此,教研组建设正越来越受到教育行政部门、学校及教师的重视。如果不能顺利转型,改善其功能,将严重影响教育改革的顺利推进。
同时,国外学习型组织不断涌现,为我国教研组建设的转型打开了新的视角,并提供了可资借鉴的经验。
本研究以教育生态学及马斯洛的需要层次论作为基本的理论基础,创新教研组团队建设模式,提出“生态型教学共同体”的架构模式。在教研组共同愿景的提炼中,教研组成员们在专家引领中更新教育理念,在课堂教学分析中提升教学技能,在阶段性问题研究中解决教学困难,在资源共建共享中提高研究效率,在论坛、网络互动中实现智慧互通,在递进式课题研究中物化教学成果,并在学校的支撑中,教师、学生、学校获得共同发展。即在团队活动中,形成团队文化并凝练出团队精神,从而使整个教研组的发展进入一个良性循环。在这种新模式的构建中,整个团队及其中成员的生态发展幅度明显加大,其自身生存、对外交流的活力也明显提高,显示出旺盛的生命力。
Since 1950s, the construction of Teaching and Researching Group (TRG) has gone through a long and tortuous way in China. In different historical periods, it plays its unique role, and once it was very powerful in teaching management. But since 1980s, TRG has been weakened or even retrograded due to the increasing of management of Grade Group.
With the deepening reform of basic education curriculum, TRG has been more and more important to the School-based Curriculum Reform, and it is welcomed by more and more teachers. Therefore, the construction of TRG is increasingly being paid much more attention by educational administrative departments, schools and teachers. If you can not successfully improve their function, it will seriously affect the progress of education reform.
Meanwhile, study organizations continue to emerge abroad, and they have opened a new perspective, and provided a valuable experience.
In this study, taking the theory of Ecology of Education and Maslow's Hierarchy of Needs, we've created a better model for the development of TRG, called "Ecotype Teaching and Learning Community". Firstly, the shared vision of the whole group has been refined. Secondly, all members are led by experts to update the educational philosophy. Thirdly, members improve teaching skills in the analysis of classroom teaching. Fourthly, the team solves the teaching difficulties in the research of periodical teaching problems. Fifthly, all members improve the research efficiency by resources sharing. Sixthly, all members achieve intelligence sharing by forums and the network interaction, and materialize achievement in the progressive teaching research, so the teachers, students and school develop together. That is, in the team activities, the culture and the spirit of the team formed, so that the TRG entered a virtuous circle in developing. In the Construction of this new model, the whole team and its members significantly increase the ecological amplitude, and its own survival, ability of interaction are also markedly improved, and showing great vitality.
引文
[1]王永和著.《教研组建设简论》[M].华东师范大学出版社,2008.11
[2]中华人民共和国教育部编.《(关于中学教学研究组工作条例(草案)》[S],1957.1
[3][21]周彬.教研组：与教学研究渐行渐远[J].上海教育科研,2005(4)
[4]张德超.加强教研组和备课组建设：一个重温的旧话题[J].江苏教育·教育管理版,2008(3)
[5]徐金超.工作型合作和向研究型合作的转变[J].教学管理,2008(1)
[6]李莉.教研组制度与教师同伴指导制度之比较研究[J].当代教育科学,2004(12)
[7]王越英.打造学习共同体促进教师专业发展[J].上海教育科研,2004(3)
[8]叶本刚.教研组管理的三个层次[J].教学与管理,2009(4)
[9][16] [17] Peter Senge. The Fifth Discipline [M]; 1990, Broadway Business Press.
[10]陈家刚.从教研组走向合作型教研组织——从教师专业共同体得到的借鉴[J].辽宁教育研究,2007(2)
[11]刘群英.我国中小学教研组研究[D].中国优秀硕士学位论文全文数据库,2007(03)
[12]朱慕菊.改进和加强教学研究工作深入推进新课程实验[J].人民教育,2003(5)
[13]徐青松.教研组活动该回到“本真”了[J].中小学教师培训,2008(7)
[14]张新,谭风兰.教研新宠儿——网络教研[J].教育科学文摘,2008(3)
[15]罗敏江.生态型教学共同体的架构[J].英语教师,2009(1)
[18]陈国星.对教研组建设文化的思考[J].中小学教育与管理,2007(4)
[19]顾燕萍.教研组文化创建的七大策略[J].中小学管理,2007(6)
[20]马各木木.团队精神[EB/OL]. http://baike.baidu.com/view/10737.htm,2007-12-27
[22]周学朝.教研组萎缩的原因及其对策[J].云南教育,2000(Z2)
[23]陈琳,王蔷,程晓堂.《英语课程标准解读》[M].北京师范大学出版社,2002.5
[24]王焕勋主编.《实用教育大词典》[M].北京师范大学出版社,1995.8
[25]彭菁.创建学习型教研组的实践研究[D].中国优秀硕十学位论文全文数据库,2008(5)
[26]胡庆芳.我国校本教研理论与实践研究的综述[J].中小学教师培训,2005(4)
[27]罗蓉,罗亮.网上合作教研：一种有效的教师培训策略[J].江西教育,2004(18)
[28]邹会权,朱玲.论新课程理念下英语课程资源的开发与利用[J].贵州教育学院学报,2008(4)
[29]中华人民共和国教育部编.《基础教育课程改革纲要(试行)》[S],2001.6
[30]中华人民共和国教育部编.《全日制义务教育普通高级中学英语课程标准》(实验稿)[M].北京师范大学出版社,2001.7
[31]解月光.《现代教育技术理论与实践》[M].东北师范大学出版社,2002.2
[2]中华人民共和国教育部编.《(关于中学教学研究组工作条例(草案)》[S],1957.1
[3][21]周彬.教研组：与教学研究渐行渐远[J].上海教育科研,2005(4)
[4]张德超.加强教研组和备课组建设：一个重温的旧话题[J].江苏教育·教育管理版,2008(3)
[5]徐金超.工作型合作和向研究型合作的转变[J].教学管理,2008(1)
[6]李莉.教研组制度与教师同伴指导制度之比较研究[J].当代教育科学,2004(12)
[7]王越英.打造学习共同体促进教师专业发展[J].上海教育科研,2004(3)
[8]叶本刚.教研组管理的三个层次[J].教学与管理,2009(4)
[9][16] [17] Peter Senge. The Fifth Discipline [M]; 1990, Broadway Business Press.
[10]陈家刚.从教研组走向合作型教研组织——从教师专业共同体得到的借鉴[J].辽宁教育研究,2007(2)
[11]刘群英.我国中小学教研组研究[D].中国优秀硕士学位论文全文数据库,2007(03)
[12]朱慕菊.改进和加强教学研究工作深入推进新课程实验[J].人民教育,2003(5)
[13]徐青松.教研组活动该回到“本真”了[J].中小学教师培训,2008(7)
[14]张新,谭风兰.教研新宠儿——网络教研[J].教育科学文摘,2008(3)
[15]罗敏江.生态型教学共同体的架构[J].英语教师,2009(1)
[18]陈国星.对教研组建设文化的思考[J].中小学教育与管理,2007(4)
[19]顾燕萍.教研组文化创建的七大策略[J].中小学管理,2007(6)
[20]马各木木.团队精神[EB/OL]. http://baike.baidu.com/view/10737.htm,2007-12-27
[22]周学朝.教研组萎缩的原因及其对策[J].云南教育,2000(Z2)
[23]陈琳,王蔷,程晓堂.《英语课程标准解读》[M].北京师范大学出版社,2002.5
[24]王焕勋主编.《实用教育大词典》[M].北京师范大学出版社,1995.8
[25]彭菁.创建学习型教研组的实践研究[D].中国优秀硕十学位论文全文数据库,2008(5)
[26]胡庆芳.我国校本教研理论与实践研究的综述[J].中小学教师培训,2005(4)
[27]罗蓉,罗亮.网上合作教研：一种有效的教师培训策略[J].江西教育,2004(18)
[28]邹会权,朱玲.论新课程理念下英语课程资源的开发与利用[J].贵州教育学院学报,2008(4)
[29]中华人民共和国教育部编.《基础教育课程改革纲要(试行)》[S],2001.6
[30]中华人民共和国教育部编.《全日制义务教育普通高级中学英语课程标准》(实验稿)[M].北京师范大学出版社,2001.7
[31]解月光.《现代教育技术理论与实践》[M].东北师范大学出版社,2002.2