混沌中的秩序:人际冲突视域下的教师合作  

Order Within Chaos:Teacher Collaboration from a Conflict Perspective

作　　者：李斐[1] 乔雪峰[2] 

机构地区：[1]南京大学金陵学院人事处,南京210089 [2]香港中文大学教育行政与政策学系

出　　处：《教师教育论坛》2014年第6期40-44,共5页Teacher Education Forum

基　　金：国家自然科学基金项目"高等教育;校企社会网络和区域技术创新:整体网视角的分析"(编号:71003047);全国教育科学规划国家青年基金课题"城镇化进程中区域义务教育质量"(编号:CFA130149)阶段性成果

摘　　要：校本教研是基础教育课程改革重要的驱动力。学校积极构建校本教研制度,聚焦于教师教学经验交流,促进教师专业发展。校本教研以政府政策文件为导向,处于学校领导和专家的干预下,具有专业协作和评价考核的双重定位。校本教研实践采取冲突规避态度,受制于权力和人情关系,教师能动性受到制约。建立自然合作形态下的校本教研,需要打破权力和文化对教师的束缚,给争议以存在空间,将冲突转化为建设性争议。School-based teaching and research is an important driving force in basic educanon curriculum reform in China. In order to promote teachers＇ professional development, schools actively build school-based teaching and research system, and mainly focus on teacher communication and interaction. School-based teaching and research practice is guided by a series of policy documents. It is under the intervention of school leaders and experts during the process. As a result, it takes on dual con{licting positions： one is for professional collaboration; the other is for teacher evaluation. Schoolbased teaching and research practice tries to avoid conflicts, following the logic of power and human relations. Teachers＇ working motivations are suppressed. In order to develop natural collaboration, it is necessary to break the shackles of power and conservative culture, provide space for dissent in public area, and transform conflict into constructive controversy.

关 键 词：校本教研 冲突 教师合作 权力 

分 类 号：G451[文化科学—教育学]