美国中小学“教师巡课”介评  

The Introduction and Commentary on Teacher Rounds in American Schools

作　　者：周成海[1] 

机构地区：[1]大连大学师范学院,辽宁大连116622

出　　处：《外国教育研究》2015年第8期38-51,共14页Studies in Foreign Education

基　　金：教育部人文社科青年基金项目"教师知识分享研究"(项目批准号:12YJC880165);辽宁省教育科学"十二五"规划课题"辽宁省中小学教师非专业性表现的传记研究"(课题编号:JG13CB035)

摘　　要：近几年兴起于美国的教师巡课是一种源于医疗教育模式,以教师自身的课堂实践为基础,并充分利用教师合作学习的力量,着眼于发展教师的洞见、实践能力和专长的专业发展形式。教师巡课发生于作为专业学习共同体的巡课小组中,其过程包括三个基本阶段:巡课前准备;巡课;巡课后的交流、反思、实践和分享。教师巡课对于教师专业发展具有多方面的价值。支持教师巡课的基本假设有三个:教师专业发展应与实践情境融为一体;专业学习共同体内的互动是推动教师发展的力量;教师在自身专业发展过程中居于中心地位。Teacher rounds which arise in USA in recent years are professional devel-opment form drawing from the medical model.They make full use of the strength of teach-ers＇ cooperative learning and develop teachers＇ insight,practice ability and expertise basedon the classroom practice of teachers themselves. Teacher rounds occur in rounds group asprofessional learning community,and the process of teacher rounds consist of three basicstages： preparing the round,the round and the postround communication,reflection,prac-tice and sharing. Teacher rounds have various values for the professional development ofteachers. There are three basic assumptions supporting teacher rounds： teacher professionaldevelopment should be integrated into practical situation;the interactions within profes-sional learning community are the motive force of teacher professional development;theteachers play a central role in their professional development process.

关 键 词：美国 中小学 教师巡课 

分 类 号：G451[文化科学—教育学] G712[文化科学—教育技术学]