大学—区域伙伴合作促进教师专业发展的理论基础  

Theoretical Basis of Promoting Teachers' Professional Development in Constructing University-region Partnership

作　　者：裴丽[1] 李琼[1] 李源田[2] 

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875 [2]重庆市教育委员会,重庆400020

出　　处：《当代教师教育》2016年第2期7-11,共5页Contemporary Teacher Education

基　　金：北京师范大学-重庆市教育委员会"重庆市首批教师教育创新实验区建设"

摘　　要：构建大学—区域伙伴合作关系,促进教师专业发展,有其内在的理论基础。从教师专业发展层面来看,作为社会生态转变的教师专业发展观植根于社会建构主义学习理论,强调教师专业发展的社会脉络和实践反思,对构建大学—区域伙伴合作关系提出了内在要求;从组织层面的多元主体合作来看,系统理论和资源依附理论为我们深入理解大学—区域伙伴合作关系构建提供了系统与资源协同的理论支持;从个体层面的交往互动来看,对话理论和交往行动理论为我们理解教师主体能动性提供了有益启示;从大学—区域伙伴合作的"共生关系"属性来看,从社会交换理论走向共生哲学理论,以建构文化融合视域下的伙伴合作关系。Promoting teachers＇ professional development in constructing university-region partnership has its own theoretical basis. From the perspective of teachers＇ professional development,the social constructivism learning theory emphasizes the social context of teachers ＇ professional development and thus imposes the inner requirements for the construction of university- region partnership; from the perspective of organizational diversified subjective cooperation,the system theory and resource dependency theory help us deeply understand university-region partnership by sharing resources among different participants; from the perspective of individuals＇ interaction, dialogue theory and interaction theory help us understand teachers ＇ initiatives in promoting their own professional development; from the ＂symbiosis＂attribute of university-region partnership,symbiosis philosophy theory helps us to construct the relationship in the horizon of cultural fusion.

关 键 词：伙伴合作 教师专业发展 理论基础 

分 类 号：G521[文化科学—教育学]