摘要
教研员促进教师专业发展的机制主要体现在"桥梁"隐喻。本研究透过"桥梁"这一隐喻来分析教研员与教师在政策、理论与实践之间的互动,探究教师专业发展的促进机制。研究显示,教研员不但了解国家教育政策方针、教育改革政策和教育理论,同时还具备丰富的一线教育经验,为教师搭建理论与实践、政策与实践、实践与实践这三重桥梁,就成了教研员工作的应然诉求和优势所在。通过进一步分析可知,这三重桥梁既指向教师专业素质结构,也指向教师专业发展的途径与方式。基于此,在"反映的实践者"成为好教师形象的当下,为了更好地服务教师专业发展,以下几个方面值得关注:一方面,全面认识"桥梁"隐喻,充分挖掘"桥梁"隐喻背后的作用机制;另一方面,尤为重视桥梁功能对"反映的实践者"这一新型好教师形象的促进作用,助力"反映的实践者"早日实现。
The mechanism of teaching researchers to promote teachers’ professional development is mainly embodied in the metaphor of "bridge." The objective of this paper is to analyze the interaction between teaching researchers and teachers in policy, theory, and practice through the metaphor of "bridge, " and to explore the promotion mechanism of teacher professional development. Analysis shows that teaching researchers have insight into the national education policy, education reform policy and education theory, and they also have rich experience in education practice. This has built a triple bridge for teachers, which are "theory and practice, " "policy and practice, " and "practice and practice, " which have become the natural demands and advantages of teaching researchers. Further analysis revealed that the triple bridges of "theory and practice, " "policy and practice, " and "practice and practice" point to not only teachers’ professional quality structure but also ways of teachers’ professional development. Based on this, in order to better serve the professional development of teachers, it is necessary to focus on the following aspects as the "reflective practitioners" becomes an ideal image of teachers: on the one hand, it is necessary to fully understand the metaphor of "bridge" and fully explore the mechanism behind the metaphor of "bridge;" on the other hand, it is necessary to pay special attention to the role of bridge functioning in promoting the new ideal image of "reflective practitioner, " so as to help the early realization of "reflective practitioner."
作者
汪明帅
王亚君
WANG Mingshuai;WANG Yajun(Institute of Teacher Education,Ningbo University,Ningbo,315211,China)
出处
《全球教育展望》
CSSCI
北大核心
2021年第3期91-105,共15页
Global Education
基金
教育部人文社会科学重点研究基地华东师范大学课程与教学研究所2016年度重大项目“促进课堂转型的中小学教研体系重建”(项目编号:16JJD880024)的阶段性成果之一。
关键词
教师专业发展
教研员
促进机制
隐喻
桥梁
teacher professional development
teaching researchers
promotion mechanism
metaphor
bridge
