新加坡教师专业学习共同体:政策、理念与实施  

Professional learning communities in Singapore:Policy, foundations, and implementation

作　　者：郑鑫[1] 张文华[2] 

机构地区：[1]香港中文大学教育学院课程教学系 [2]北京师范大学三帆中学朝阳学校

出　　处：《外国中小学教育》2015年第8期45-52,共8页Primary & Secondary Schooling Abroad

摘　　要：新加坡在PISA、TIMSS等国际测试中的优异表现让其基础教育备受关注。高质量的教师及专业发展系统是新加坡基础教育成功的重要因素。从2009年开始,新加坡教育部在全国中小学校实施专业学习共同体政策,作为教师专业发展的重要内容。本文介绍了该项政策的背景、理论基础、实施过程、实施形式及初步成效。在此基础上,从政策行动、理论研究、本土化实践三方面进行了分析和讨论。Growing global attention is turning to Singapore for its extraordinary performance in international test such as PISA and TIMSS. The success of the high performing educational system is mainly attributed to its quality teachers and effective professional development programs. As a major professional development program in Singapore currently, professional learning community （PLC） was implemented in all primary and secondary schools since 2009. This paper introduced the context of the policy, the theoretical foundations of PLC, and the implementation of the policy. Issues on policy action, PLC research, localization practice were further discussed.

关 键 词：新加坡 教师专业发展 学习共同体 

分 类 号：G635.1[文化科学—教育学]