学科教学论教师教学实践共同体:内涵、价值及其实现途径  

The Teachers’ Community of Disciplinary Teaching Theory and Teaching Practice: Connotation,Value and Realizing Approaches

作　　者：杨季冬 王后雄[1] YANG Ji-dong;WANG Hou-xiong(College of Teacher's Education,Central China Normal University,Wuhan 430079,Hubei)

机构地区：[1]华中师范大学教师教育学院

出　　处：《当代教师教育》2019年第2期63-67,共5页Contemporary Teacher Education

基　　金：华中师范大学重点项目;华中师范大学教师教育重大科研课题及创新示范基地培育项目

摘　　要：学科教学论教师教学实践共同体是政府相关部门、高校、中小学"三位一体"协同育人的体现,其参与者主要是学科教学论教师与一线中小学教师。该共同体的构建能促进学科教学论教师发展实践知识、获得身份认同,也有助于中小学一线教师掌握教育科研方法。而学科教学论教师教学实践共同体的实现需要明确教师发展需求,组建组织管理小组,提供应相资源保障,合理设计评价方式,积极促进文化融合,发挥政府部门作用。The teachers' community of disciplinary teaching theory and teaching practice is the embodiment of collaborative education among relevant government departments, universities and primary and secondary schools, with teachers majoring in pedagogy and teachers of primary and secondary schools as its main participants. The establishment of this community can promote teachers majoring in pedagogy to gain practical knowledge and identity, and also help teachers in primary and secondary schools master methods of education and scientific research. The realization of the teahers' community requires the clarification of teachers' development needs, the establishment of an organizational management group, corresponding resources, reasonable evaluation methods, the active promotion of cultural integration, and the important role of government departments.

关 键 词：学科教学论教师 教学实践共同体 基础教育 

分 类 号：G521[文化科学—教育学]