教师实践共同体:综合科教师知识之困及其解决之道——以浙江省历史与社会教师为例  

Teacher Practical Community :The Solution of the Lake of Knowledge of Integrated Curriculum Teacher:Take History and Society teachers of Zhejiang Province as an example

作　　者：刘星喜[1] 黄杰 张建珍[3] Liu Xingxi;Huang Jie;Zhang Jianzhen(College of Xingzhi,Zhejiang Normal University,Jinhua 321004;Hangzhou High School,Hangzhou 310000;College of Geography and Environmental Science,Zhejiang Normal University,Jinhua 321004)

机构地区：[1]浙江师范大学行知学院,金华321004 [2]杭州高级中学,杭州310000 [3]浙江师范大学地理与环境科学学院,金华321004

出　　处：《教育发展研究》2020年第12期68-73,共6页Research in Educational Development

基　　金：国家社会科学基金教育学一般课题“什么知识改变命运:知识类型及其获得与阶层流动机制的‘中国经验’研究”(BAA180017)的部分成果

摘　　要：本文针对综合科教师专业成长过程中面临的最为突出的知识之困问题,通过对杭州某初中历史与社会教研组开展的为期一年的"田野"研究,在对该学科教师知识之困的表现及分析的基础上,通过访谈所获素材解答有效实践共同体构建中的成员组成、组织形式和成员关系等核心问题,梳理出浙江省三十年课程改革中坚持在初中开设综合科课程的经验,并从中总结综合科师资知识之困的解决之道。This paper aims at the lake of knowledge which is the most prominent problem in the professional development of Integrated Curriculum teachers, by means of 1 year’s fieldwork study of one History and Society teaching and research group of a junior high school in Hangzhou, based on the analysis of the manifestations of the lake of knowledge of the History and Society teachers, answers the key questions of the effective teacher practical community such as the composition of the members, the organizational form and the relationship of the members, ect, teases out the solution of how Zhejiang Province can persist in running Integrated Curriculum in junior high school for 30 years and solve the problem of the lake of knowledge of the teachers.

关 键 词：教师实践共同体 综合科 知识之困 教师专业成长 

分 类 号：G635.1[文化科学—教育学]