实践共同体模式:高校教师专业发展的有效途径  

Community and Practice Model:An Effective Way of University Teacher's Professional Development

作　　者：李洪峰[1] 赵红梅[2] 王平[1] 

机构地区：[1]鲁东大学外国语学院,山东烟台264025 [2]烟台职业学院基础教学部,山东烟台264670

出　　处：《河北科技大学学报（社会科学版）》2016年第3期108-112,共5页Journal of Hebei University of Science and Technology:Social Sciences

基　　金：教育部人文社会科学研究青年基金项目(14YJCZH071)

摘　　要：随着教育改革的深入开展,教师的专业发展水平越来越成为推动教育持续进步的根本力量。在传统的教师教育发展模式下,教师的专业成长的鲜活性、个体性、差异性很难得到体现。实践共同体模式已经成为教师专业可持续发展的一种重要途径,这一模式具有共同的学习目标和共同参与、反思的特点,有助于教师更新教育教学理念、促进课堂教学反思、提升课堂设计能力、善于发现教学中的问题并共同探究解决问题。在实践共同体中,经过专业知识积累与思考、教学反思、新旧观念思辨、创新和改进等四个环节,有助于教师专业发展得到全面提升。With the development of educational reform, teacher＇s professional devetopment becomes the primary force to promote the sustainable development of education. The individuality and differences of teacher＇s professional development cannot be achieved in the traditional development model. However, as the sustainable development model, community and practice model, with the characteristics of joint learning, joint participation and joint reflection contribute to updating teachers ~ teaching and education idea, promoting teaching reflection ability and improving competence of in- struction design. Moreover, The four aspects in community of practice model, collection of profes- sional knowledge, teaching reflection, innovation, and improvement will facilitate the overall promo- tion of teacher＇s professional development.

关 键 词：实践共同体 高校教师专业发展 教学反思 

分 类 号：G645.1[文化科学—高等教育学]