从实习场到实践共同体:教师职前实践的组织建设策略  

Transformation from Practical Fields to Communities of Practice:Organization Construction Strategy of Teachers' Pre-Service Practice

作　　者：赵家春[1,2] 李中国[1] 

机构地区：[1]临沂大学教育学院,临沂276005 [2]武汉大学

出　　处：《教育发展研究》2015年第18期73-79,共7页Research in Educational Development

摘　　要：当前,教师职前培养实践弱化的一个重要原因是组织建设的弱化,集中表现为基层组织建设的弱化,而组织建设的基本策略是重视微观型组织建设,实现从实习场到实践共同体的场域转型。宏观型组织建构了实习场,促成校地之间的资源共享与互利合作,为师范生参与实践提供了联盟型场域,但实习场存在"实践商品化、结构松散化、角色边缘化"等弊端,不能有效解决职前教师实践素质偏低的问题。微观型组织建构了实践共同体,在指导教师的核心引领下,师范生能充分浸润在真实的实践境脉之中,有效生成实践知识,并通过身份转换实现从边缘参与到中心参与的渗透。微观型组织具有极强的可操作性和实效性,可作为落实教师教育实践课程的长效机制。The reason of the weakening of teacher＇s pre-service training is the weakening of organization construction which is demonstrated in the weakening of the construction of grass-roots organizations. So the basic strategy of organization construction is to attach importance to the construction of the micro organization, and accomplish the transformation from practical fields to communities of practice. The macro organization constructs the practical fields, which achieves the resources sharing and mutual benefit cooperation between school and local education departments and provides the strategic aXliance fields for the normal students＂ participation in internship. However, the disadvantages of ＂practice commercialization, structure loose, role marginalization＂ can not effectively solve the problem of low quality in teacher＇s pre-service practice. The micro organization constructs the communities of practice. With teachers＂ guidance, normal students will be drenched in the real practice environment, effectively generate the practical knowledge and identity transform, and achieve the penetration of participation from the edge to the center. With strong operability and effectiveness, the micro organization can be used as a long-term mechanism to implement the education practice courses.

关 键 词：教师教育 实践组织建设 实践共同体 实习场 

分 类 号：G451[文化科学—教育学]