摘要
当前我国高校教师学习共同体已初见雏形,但培育机制还不完善,相较于建立教师个体与共同体组织协商并存,建构与实施并行不悖、知识与经验碰撞交融、团体文化与学校文化相互影响的动态、良性的学习共同体发展模式仍有较大差距。我国高校教师共同体的发展需找准理念方向、明确内涵要求、达成行动共识,厘清发展类型并深刻反思发展过程中的深层矛盾,从构建合作共治的发展模式、优化教师学习共同体的组织形式、强化共同体成果的评价和激励机制及实施虚实结合的“混合式”学习共同体等方面来探索教师学习共同体的发展路径。
At present,the mode of teachers’learning community in our country still remains at the stage of teachers’association organization,which is dominated by administration,and still mainly relies on individual teachers’self-conscious development.In our country,although various forms of community have begun to see embryonic forms,the cultivation mechanism is not perfect.There is still a great gap between the establishment of individual and collective negotiation,the parallel construction and structure,the collision and blend of knowledge and experience,the interaction between group culture and school culture,and the benign learning community development model.Faced with many problems,it is necessary for us to deeply analyze the root causes and make sense of the causes.Effective measures should be taken to make the teacher community truly become a powerful grasp and an important path for teacher development.
作者
郑璐
李婷
ZHENG Lu;LI Ting
出处
《北华大学学报（社会科学版）》
2023年第2期141-149,156,共10页
Journal of Beihua University(Social Sciences)
基金
吉林省教育科学规划课题“专业认证背景下历史专业课程思政建设研究”(GH21218)的阶段性研究成果
