跨越教师学习的边界  

Crossing the Boundaries of Teachers' Learning

作　　者：郑鑫[1] 尹弘飚[1] 王晓芳[1] 

机构地区：[1]香港中文大学教育学院

出　　处：《教育发展研究》2015年第10期59-65,共7页Research in Educational Development

摘　　要：教师如何在复杂的变革情境中实现持续有效的学习是当前教师专业发展的重要议题。教学工作的专业性、实践性和情境性,使教师学习面临着多种边界。边界并非只有消极的内涵,相反,跨界隐藏着丰富的学习潜质。本文首先介绍了边界及边界跨越的内涵,然后从实践共同体理论和文化历史活动理论两种视角,分析了教师学习的边界以及跨界学习发生的机制与策略,并比较了两种观点及其应用的异同。厘清教师在跨界活动中的学习机制,对于理解当下丰富多样的跨界活动、促进教师专业学习具有重要的意义。Teachers are encountering various boundaries in the complex and interactive situations. How to facilitate teacher＇s effective and continuous learning across the boundaries is a challenging issue. Boundaries are common in teacher＇ work, because teaching is a practical, situational, and professional job. Boundary is traditionally considered as negative, however, some learning theories claim that boundary and boundary crossing had learning values. Based on the concept of boundary and boundary crossing, two learning theories, i.e., situated learning theory about the communities of practice and cultural historical activity theory, were employed to analysis how teacher learning occurs across the boundaries and the learning mechanisms of boundary crossing. Comparison of the two perspectives and their potential applications in teacher learning were further discussed.

关 键 词：边界 边界跨越 教师学习 实践共同体 活动理论 

分 类 号：G451[文化科学—教育学]