教师社会建构学习理论框架与启示  

The Theory Framework and Enlightenment of Teacher Social-Construction Learning

作　　者：毛菊[1] 

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830054

出　　处：《外国教育研究》2017年第2期71-80,共10页Studies in Foreign Education

基　　金：新疆师范大学自治区文科基地"新疆教师教育研究中心"重点项目"美英澳教师学习理论的比较研究"(项目编号:XJEDU040514B02);新疆师范大学博士启动基金项目"学习投入与教师教育改进研究"(项目编号:XJNUBS1544);国家民委项目"少数民族文化认同的代际差异与变化研究"(项目编号:2016-GMC-019);国家社科基金"代际视野中新疆哈萨克族文化认同变迁研究"(项目编号:2016XMZ044);新疆普通高校人文社科重点研究基地新疆少数民族双语教育研究中心项目"新疆双语教师研究"(项目编号:XJEDU040415A01)

摘　　要：教师学习是教师教育研究兴起的领域,社会建构是其研究的发展走向。教师社会建构学习理论能使我们更清晰、理性地认识教师学习。教师社会建构学习理论框架中的教师学习的概念、要素及要素之间的关系,及其构筑的学习机制等形成了一套网络结构,基于此,研究者关照现实,认为教师教育就应注重"教师基于自身经验的工作场学习"、"凸显交往、对话的学习"、"培养反思,建构意义共享的学习",从而以更加符合教师作为成人的学习方式进行专业发展,提升教师学习质量。Teacher learning is an new area of teacher education research.Social constructionism is the trend of teacher learning research.Teacher social constructionism learn- ing theorycan make us understand teacher learning clearly and rationally.Coneept, factors and system are the main components of teacher social constructionism learning＇ s theory framework. After elaboration, we hold that teacher education should focus on workplace learning which is based on teacher＇ s experience. Teacher education should focus on communication and dialogue. Teacher education should focus on developing teachers＇ reflection and meaning shared learning.Then, teachers＇ developing can accord with adult learning approach. So we can improve teacher learning quality.

关 键 词：教师学习 社会建构 理论框架 

分 类 号：G423[文化科学—课程与教学论]