教师专业发展和学习为何要走向“校本”  

Why Is“School-Based”Teacher Professional Development and Learning Important?

作　　者：陈向明[1] 张玉荣[2] 

机构地区：[1]北京大学教育学院,北京100871 [2]中国人民大学外国语学院,北京100872

出　　处：《清华大学教育研究》2014年第1期36-43,共8页Tsinghua Journal of Education

基　　金：2011年北京市教育科学规划重点课题"中国社会文化视域下的教师实践性知识研究"(AIA1115)

摘　　要：我国中小学和幼儿园教师的专业发展主要采取短期集中培训和行政要求下的教研活动两种途径。在资源短缺、人力不足的历史发展时期,这种模式对提高教师的教育教学水平做出了很大贡献。然而,在改革开放30年后的今天,这种模式已经不能适应社会和教育发展的要求。本文在对我国教师专业发展的途径及其思路进行批判性分析的基础上,对"校本教师专业发展和学习"的理据进行了论证。结合本文作者主持的若干项研究以及国内外相关研究成果,文章指出,由于教师的学习具有整体性、缄默性和情境性等特征,校本学习对教师的专业成长具有独特作用,需要得到教育行政部门、学校领导、教师、教师教育者和研究者的高度重视。Teacher professional development in China＇s schools and kindergartens is mainly promo- ted by way of short-term intensive training and teaching research activities required by the administra- tion. When there is a shortage of resources and manpower, this model contributes greatly to the im- provement of teachers~ quality. However, over the 30 years since the open policy reform in China, this model has proven unfit for the requirements of social and educational development. Based on a critical a- nalysis of current means and ideas for teacher professional development in China, this article gives the rational for a ＂school-based＂ teacher professional development and learning. On the basis of their own research as well as international findings, the authors point out that, due to the holistic, tacit and con- textual features of teacher learning, school-based learning is of unique importance to teacher profession- al growth. It deserves greater attention from the educational administration, school leaders, teachers, teacher educators and researchers.

关 键 词：教师专业发展 教师专业学习 校本 集中培训 教研制度 

分 类 号：G451.2[文化科学—教育学]