透过课堂学习研究培育实践共同体以促进教师学习  

Cultivating Communities of Practice via Learning Study for Enhancing Teacher Learning

作　　者：郑志强[1] 

机构地区：[1]香港教育学院课程与教学学习系

出　　处：《山东师范大学学报（人文社会科学版）》2009年第5期121-126,共6页Journal of Shandong Normal University(Humanities and Social Sciences)

摘　　要：课堂学习研究对于形成教师实践共同体从而提升教师的专业发展有重要意义。作为学校的改进计划之一,课堂学习研究的最终目的在于把学校发展为一个学习共同体,并通过对一节研究课的设计、实施、评价和分享,希望在教师、研究人员和教育者之间建构实践共同体,从而提升教师的专业发展,促进学生的学习质量。研究结果表明课堂学习研究所具有的协作特征不仅为教师创造了一套共享的知识、价值观和信念,而且还为他们一起所经历的教学事件创办了一个平台。This paper aims to explore the mechanism of learning Study in enhancing teacher learning by adopting community of practices as the analytical framework. Learning Study is a school improvement project which aims to improve the quality of student learning via enhancing teacher professional development by creating a community of practice among teachers, researchers and educators involved in the design, implementation, evaluation and dissemination of a research lesson, with the ultimate goal of developing Learning Community in the school, This study adopts an ethnographic approach to investigate the social phenomena of teacher interactions in two cases selected from the Leaming Study Project. Results show that the collaborative features of the Learning Study provide opportunities for teachers to create shared knowledge, values and beliefs and to establish overlapping histories among them. This study explores how the community of practice set up by the Learning Study Project can effectively help teachers build their pedagogical content knowledge. This paper will shed light on how Learning Study can enhance teacher professional development by creating a community of practice for knowledge sharing and reflective practices on teaching and learning.

关 键 词：课堂学习研究 实践共同体 教师学习 

分 类 号：G40[文化科学—教育学原理]