中小学教师网络研修“形式化”倾向的理性透视  

A Rational Perspective on the “Formalization” Tendency of Network Learning of Primary and Secondary School Teachers

作　　者：余德映 张茂林[1] Yu De-ying;Zhang Mao-lin(Education Science College,XinYang Normal University,XinYang HeNan,464000)

机构地区：[1]信阳师范学院教育科学院

出　　处：《教师教育论坛》2019年第7期54-57,62,共5页Teacher Education Forum

摘　　要：中小学教师网络研修"形式化"倾向是在追求教师自主专业成长与发展的过程中因参训主体价值取向的偏离而陷入的研修误区。它所呈现的现实样态也投射出活动主体动力不足、参训成员对话缺失、研修实践文化偏离的内在成因。规避中小学教师网络研修"形式化"倾向,应凝聚主体研修动力的共同愿景、创设主体对话交往的合理空间、培育主体自我成长的文化力量,进而营造更为良性的网络研修生态环境。The tendency of "formalization" of network learning for primary and secondary school teachers is a misunderstanding of the value orientation of the participants in the process of pursuing the growth and development of teachers’ autonomous profession. It also reflects the internal causes of insufficient motive force of the main body of activities, lack of dialogue among participants and deviation of practice culture.To avoid the tendency of "formalization" in network learning of primary and secondary school teachers, we should gather the common vision of the main body’s research motive force, create a reasonable space for the main body’s dialogue and communication, and cultivate the cultural strength of the main body’s self-growth, so as to create a more benign network learing ecological environment.

关 键 词：网络研修 “形式化”倾向 中小学教师 

分 类 号：G434[文化科学—教育学] G525.1[文化科学—教育技术学]