校本教研共同体建构:从“共存”走向“共生”  

Constructing School-based Teaching and Research Community:From "Coexistence" to "Symbiosis"

作　　者：赵敏[1] 蔺海沣[1] 

机构地区：[1]华南师范大学公共管理学院

出　　处：《教育研究》2016年第12期112-119,共8页Educational Research

基　　金：国家社会科学基金教育学一般课题"新移民情境下师生冲突的发生机理与调控策略研究"(课题批准号:BFA160036)的研究成果

摘　　要：基于教育生态学中共生理论系统审视当下我国中小学校本教研实践发现,共存样态下的校本教研实践面临共生单元中教师角色的迷失,共生关系中教研模式的固化,共生环境中文化生态的漠视等生态之殇。建构共生的校本教研共同体,理应在共生单元中,重塑教研专业权威和回归教师专业自我;在共生关系中,建构教研伙伴关系和增进教师交往理性;在共生环境中,夯实教研文化根基和改进教师心智模式。Based on the symbiosis theory of ecology of education, the current situation of school-based teaching and research practice has been surveyed. It is found that the practical exploration in school-based teaching and research in symbiosis patterns are faced many ecological decline problems, such as the loss of teachers＂ role in symbiosis unit, the solidification of teaching and research in symbiosis relationship, the disregard of cultural ecology in symbiosis atmosphere, etc. To construct the school-based teaching and research symbiosis community, we shouid reshape teaching and research professional authority and return to the teachers＂ professional reflection in symbiosis unit; create research partnership and improve teachers＂ communicative rationality in symbiotic relationship; highlight teaching and research cultural leading role and improve teachers＂ mental models in symbiotic atmosphere.

关 键 词：教育生态学 校本教研共同体 共生理论 

分 类 号：G637.2[文化科学—教育学]