学校变革过程中教师自主发展的生态机制之探索——基于“新基础教育”研究的认识  

On Ecological Mechanism of Teachers’ Autonomous Development in the School Reform: Based on "New Basic Education" Research

作　　者：卜玉华[1] 

机构地区：[1]华东师范大学基础教育改革与发展研究所,上海200062

出　　处：《江苏教育研究》2008年第6期14-19,共6页Jiangsu Education Research

基　　金：叶澜教授主持的国家社科基金"十一五"规划重大课题"建设创新型国家与和谐社会背景下的素质教育研究"成果之一

摘　　要："新基础教育"研究在开展区域性研究的过程中,经过了三个发展阶段,创建出了一套行之有效的生态型自主发展机制,从微观到宏观包括:教研组层面的梯队发展机制,日常性教研与专题式教研的互补机制和教师个体的研究性变革实践机制;学校层面的动力机制、行动机制、导向机制和动力更新机制,以及区域层面学校间的高端互动机制、核心辐射机制和网络互动机制。这些机制的建立,为教师营建了不同生态环境中的发展空间,放大了教师发展的资源基础。＂New basic education＂ research has created a set of effective ecological autonomous developmental mechanisms in the process of implementing local studies, which undergo three stages from the micro to macro levels： 1. teaching-and-research-group developmental mechanism, intercomplementary mechanism between daily and theme-related teaching and research, and practical mechanism in individual teacher＇s research innovation; 2. school-level motivation, action, guide and updating mechanism; 3. local-level inter-school sophisticated interactive mechanism, core-radiating and network interactive mechanism, which have established different ecological developmental space and amplified the resource foundation for teachers＇ development.

关 键 词：学校变革 教师自主发展 生态机制 

分 类 号：G45[文化科学—教育学]