摘要
教师培训即教师学习的过程,其模式深受学习理论的影响。建立在传统认知学习理论上的集中短期培训以预先编制的课程将"被认可的知识"传递给教师,并希望他们在工作中以合理的和有效的方式来运用这些知识,这种"传递-应用"思路在情境学习理论看来存在着培训内容与教师实践脱节、培训方法以传递为主以及培训历程一次性等问题。随着"情境认知""合法的边缘参与""实践共同体"等情境学习理念的兴起,教师培训开始以培养教师的实践能力为目标,根据教师的实践问题设计内容,并在参与式的学习活动中辅以持续的支持。
As a leaming process, teacher training model is deeply influenced by learning theory. The short-term intensive training model based on the cognitive learning theory usually transfer ＂recognized knowledge＂ to teachers, and hope them to use these knowledge in a reasonable and effective way at their work. But from the perspective of situ- ated learning theory, this deliver-and-apply model does not work because the mismatching between training content and teacher＇s practice and the non-engaged learning approach as well as the one-short training process. As the emer- gence of concepts of situated learning such as situated cognition, legitimate peripheral participation and community of practice, the teacher training model has changed its ways including cultivating the practical capacity of teachers as the goal, designing content according to the practical problems of teachers and providing sustained support for engaged learning activity.
作者
周靖毅
ZHOU Jing-yi(Institute of Curriculum and Instruction, East China Normal Universit)
出处
《教育理论与实践》
CSSCI
北大核心
2017年第4期33-37,共5页
Theory and Practice of Education
关键词
情境学习
教师培训
实践能力
实践问题
参与式学习
实践共同体
situated learning
teacher training
practical capacity
practical problems
engaged learning activity
community of practice
