基于专业学习共同体的幼儿教师深度学习模型构建  

The Model Construction of Preschool Teachers Deep Learning Based on the Professional Learning Community

作　　者：卢长娥 罗生全[2] LU Change;LUO Shengquan(School of Education,Huainan Normal University,Huainan,Anhui,232038,China;Faculty of Education,Southwest University,Chongqing,400715,China)

机构地区：[1]淮南师范学院教育学院,安徽淮南232038 [2]西南大学教育学部,重庆400715

出　　处：《教育与教学研究》2022年第2期60-70,共11页Education and Teaching Research

基　　金：安徽高校人文社会科学重点项目“幼儿教师积极心理品质及相关因素研究”(编号:SK20190560);安徽省高等学校省级质量工程项目“基于OBE理念下的高师学前教育专业实践教学及运行机制研究”(编号:2020jyxm1726)。

摘　　要：专业学习共同体作为幼儿教师专业发展的重要载体,对幼儿教师深度学习的生成具有重要的支持功效,具体表现为能够通过专业引领,激发深度学习;情境创建,生成深度学习;协同合作,推动深度学习;问题驱动,达成深度学习。构建基于专业学习共同体的幼儿教师深度学习模型具有重要的价值意蕴,该模型由参与者、共同愿景、赋权、合作共享、实践与反思等要素构成,具体包括提炼愿景、制作计划、营造文化、发展技能、推动变革以及评价反馈。幼儿教师基于专业学习共同体的深度学习运行过程如下:首先,以幼儿教师的专业学习需求为目标,并成为全体成员的共同愿景,引导其持续投入学习,进入深度学习的状态;其次,构建平等互信的人际关系,促进自主深度学习;再次,建立依赖共生的文化氛围,保障深度学习;从次,以问题为驱动,形成创造性的深度学习成果;最后,形成性评价贯穿于幼儿教师深度学习的始终,是深度学习能力形成的助推器。As an important carrier of preschool teachers professional development,professional learning community has important supporting effects for the generation of preschool teachers deep learning,which can be manifested as being able to stimulate deep learning through professional guidance,generate deep learning through situation creation,promote deep learning through collaborative cooperation,and achieve deep learning through problem driving.The construction of preschool teachers deep learning model based on professional learning community has important value implications.The model consists of participants,common vision,empowerment,cooperation and sharing,practice and reflection.It includes refining vision,making plans,creating culture,developing skills,promoting change and evaluating feedback.The operation process of preschool teachers deep learning based on professional learning community is as follows:Firstly,taking preschool teachers professional learning needs as the goal,and becoming the common vision of all members,guiding them to continue to invest in learning and enter the state of deep learning;secondly,building interpersonal relationships of equality and mutual trust to promote independent deep learning;thirdly,establishing a symbiotic cultural atmosphere to ensure deep learning;then,taking the problem as the driving force to form the creative deep learning achievements;finally,formative assessment runs through preschool teachers deep learning,which is the booster of the formation of deep learning ability.

关 键 词：深度学习 专业学习共同体 幼儿教师 

分 类 号：G45[文化科学—教育学]