超越工业时代:彼得·圣吉的反思性与生成性教师发展观  

Transcending the Industrial Age: Peter M. Senge’s Reflective and Generative Outlook on Teachers’ Development

作　　者：陈瑶 易红郡[1] CHEN Yao;YI Hong-jun(School of Educational Science,Hunan Normal University,Changsha 410081,Hunan;Changsha Normal University,Changsha 410100,Hunan)

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081 [2]长沙师范学院,湖南长沙410100

出　　处：《当代教师教育》2020年第1期44-50,共7页Contemporary Teacher Education

基　　金：湖南省社会科学成果评审委员会2020年度课题(XSP20YBC237)。

摘　　要：管理学大师彼得·圣吉以跨界的视角,对工业时代装配流水线式的教育和快餐式教师发展模式进行了批判并提出了一种超越工业时代的反思性与生成性教师发展观,在新模式的实现路径上,圣吉团队提出要从心智模式、自我超越、共同愿景、团队学习、系统思考等五个方面进行努力。圣吉的教师发展观具有一定的积极意义,它为教师专业学习共同体的产生奠定了基础。Peter M. Senge, a master of management, criticized the assembly-line education and fast-food development model for teachers in the industrial age from a interdisciplinary perspective, and put forward a reflective and generative outlook on teachers’ development which is in transcendence of the industrial age. On the path to realize the new model, Senge’s team proposed striving from five disciplines: mental models, self-transcendence, shared vision, team learning and systematic thinking. The positive significance of Senge’s outlook on teachers’ development provides a foundation for the concept of The Teachers’ Professional Learning Community.

关 键 词：彼得·圣吉 教师专业发展 教师学习 五项修炼 

分 类 号：G451[文化科学—教育学]