适应性专长导向的教师成长校本项目:环境设计和实施路径——以上海市第二初级中学为例  

Adaptive Expertise-oriented School-based Project on Teacher Professional Development with regard to Teacher Learning Environments Design and Implementation Path—Exemplified by Shanghai No.2 Junior Middle School

作　　者：崔鹏[1,2] CUI Peng(Faculty of Education,East China Normal University,Shanghai,200062;Shanghai No.2 Junior Middle School,Shanghai,200031)

机构地区：[1]华东师范大学教师教育学院,上海200062 [2]上海市第二初级中学,上海200031

出　　处：《现代基础教育研究》2021年第3期90-95,共6页Research on Modern Basic Education

基　　金：2019年度上海市徐汇区教育科学研究一般项目“‘校本项目’研究助推教师成长的学校实践路径探索”的阶段性成果。

摘　　要：“适应性专长”理论认为,教师既要掌握“如何做”的知识,又要具备“为什么做”的知识,教师要具备在各种复杂情境中学习和灵活处理各种问题的知识、能力与情感等。上海市第二初级中学立足学校情境,以“适应性专长”作为教师成长的导向,设计实施“适应性专长导向的校本项目”。设计具有自我导向性、日常持续性、情境生成性、互动建构性特征的校本学习环境,以问题解决为载体,以真实情境中问题驱动下的多模式学习为过程,以学校的学习领导为支撑,建立从问题到目标、内容、行动、评价、成果的实施机制,促进教师适应性专长的发展,实现教师的专业成长。According to Adaptive Expertise Theory,teachers need to acquire both how-to-do and why-to-do knowledge.They are supposed to be equipped with various knowledge,competence and emotions to learn effectively and deal with all kinds of problems flexibly in a variety of complicated contexts.Based on its own situation,Shanghai No.2 Junior Middle School has de⁃signed and implemented an adaptive expertise-oriented school-based project(AESP)as the guidance for teachers’develop⁃ment.This project aims to design a school-based learning environment featuring self-orientation,daily continuity,situational generation and interactive construction.With problem solving as its carrier,multi-modal learning driven by problems in real situ⁃ations as the process,and school learning leadership as the support,this project has established an implementary mechanism cov⁃ering problems,goals,content,action,evaluation and results to promote the development of teachers’adaptive expertise and help teachers realize professional growth.

关 键 词：适应性专长 教师专业成长 教师学习 校本项目 

分 类 号：G635.1[文化科学—教育学]