从教师合作看我国校本教研及其对学习共同体发展的启示  

A Study of School-based Teaching Research in China's Mainland through the Lens of Teacher Collaboration and Its Implication for Teacher Communities

作　　者：乔雪峰[1] 卢乃桂[2] 黎万红[1] 

机构地区：[1]香港中文大学教育行政与政策学系,香港999077 [2]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875

出　　处：《教师教育研究》2013年第6期74-78,共5页Teacher Education Research

摘　　要：实践社群视角下,教师合作是特定社会性结构下教师进行意义协商的过程。本研究从社群形态、沟通规范以及实践定位三个维度诠释校本教研中教师合作过程。研究所见,教师合作处于结构化组织系统及制度下,按照自上而下模式运作。教师建立起相对稳定的等级制角色定位。校本教研定位于示范性教学模式的再生产,教师的自主性和专业判断较为有限。Teacher collaboration can be regarded as the process of negotiation of meaning under specific social structure from the perspective of communities of practice. The study interprets the dynamic plocess from three dimensions ： communi- ties, norms of interaction and orientation toward practice. Our study observes that situated in a structured organizational sys- tem, teacher collaboration operates under a top-down approach. Teachers establish relatively stable hierarchical roles. School-based teaching researches are targeted at the reproduction of paradigmatic teaching practice. Teacher autonomy and professional judgment are limited during the process.

关 键 词：教师合作 实践社群 校本教研 专业对话 再生产 

分 类 号：G424.2[文化科学—课程与教学论]