院校协作式校本课程开发与教师专业化——以香港小学常识科科学探究课为例  

University-School Partnership in School-Based Curriculum Development and Teacher Professional Development——A Science Inquiry Case in General Studies for Primary Schools in HK

作　　者：廖梁[1] 吴本韩[1] 李子建[1] 

机构地区：[1]香港中文大学教育学院

出　　处：《西南大学学报（社会科学版）》2010年第2期75-79,共5页Journal of Southwest University(Social Sciences Edition)

摘　　要：上世纪90年代以来,香港一直致力于教学改善。教学改善以学生的发展为终极目标,这对教师工作的专业化提出了更高的要求。教师唯有主动地在教育实践中产生一定的有创新意义的活动,才能更好地把握教育变革的脉搏。伙伴合作式校本课程开发的主旨在于通过大学研究员与教师合作,双方共同经历思考-行动-反思的过程,以促进教师专业自主性的方式优化教学。Hong Kong has been aiming at improving the quality of teaching and learning since the 1990s. The target of the movement is the development of students. This brings about greater demand on teacher professionalism. It requires teachers to bring creative activities into their practices. In a university-school partnership project, university researchers and school teachers work collaboratively and go through a cyclic process of ＂thinking-action-reflection＂ to optimize the teaching and learning.

关 键 词：院校协作 校本课程开发 教师专业发展 小学常识科 学习社群 专业自主 

分 类 号：G423[文化科学—课程与教学论]