U-S协作视域下校本教研的实践改进与思考  

Practical Improvement and Thinking of School-based Teaching and Research in the Perspective of U-S Cooperation

作　　者：张红波[1] Zhang Hongbo(College of Teacher Education,Ningbo Institution of Education,Ningbo 315016,China)

机构地区：[1]宁波教育学院教师教育学院

出　　处：《齐鲁师范学院学报》2019年第3期48-53,共6页Journal of Qilu Normal University

基　　金：2017年度浙江省教师发展规划课题“十三五”第二轮重点课题《政府支持U-S协作的教师专业发展模式构建研究》,项目编号:ZJSKTSB2017-9

摘　　要：教师作为校本教研的主体,需要感受校本教研全程相助的支持系统与学习系统各要素共生的学习文化。U-S协作视域下校本教研应走出主体迷失、客体移位、机制失范、生态失衡的困境,将聚焦点关注于理论和实践双主体的共同发展,关注协作学校双方教师能力的相互促进和增长,建立行之有效的支持体系,确保校本教研开展得更加扎实、深入。As the main body of school-based teaching research,teachers need to feel the learning culture in which the supporting system of school-based teaching research and the elements of learning system coexist in the whole process.In the perspective of U-S cooperation,school-based teaching research should get out of the predicament of subject loss,object shift,mechanism anomie and ecological imbalance.It focuses on the common development of both theoretical and practical subjects,the mutual promotion and growth of U-S teachers’abilities in both cooperative schools.Establishing an effective and external support system can ensure that school-based teaching research will be carried out more firmly and steadily.

关 键 词：U-S协作 校本教研 困境分析 支持体系 改进措施 

分 类 号：G632.0[文化科学—教育学]