互联网时代教师自主成长的模式研究  

Research on Teachers’ Autonomous Growth Mode in the Internet Age

作　　者：郝晓东 朱永新[2] Hao Xiaodong;Zhu Yongxin

机构地区：[1]苏州大学教育学院,江苏苏州215127 [2]苏州大学新教育研究院,江苏苏州215127

出　　处：《国家教育行政学院学报》2022年第4期88-95,共8页Journal of National Academy of Education Administration

摘　　要：受工业化模式和工具理性主义的影响,当下教师成长存在的主要问题是教师工具性凸显、主体性缺失,具体表现为“他主”式成长,被动专业化、浅层性学习和自主性不足。教师从“他主”成长向自主成长转变是破解问题的关键所在。为促进教师自主成长,新教育实验网络师范学院基于专业学习共同体理论、建构主义理论、后现代课程观和新教育教师成长理论,利用互联网技术给学习带来的便利条件,创新探索了一种以在线学习为主要形式的教师成长新模式,赋能教师合作学习,丰富教师跨界学习路径,提升教师群体归属感,激发教师自我变革的动力。新模式的关键要素包含在线学习共同体、交叉融合的课程模式和全面多元的评价方式。实践研究表明,教师自主成长应注重职业认同、专业阅读、专业写作和专业交往。Influenced by the industrialization model and instrumental rationalism, the main problems of teachers’ development nowadays overemphasize the teachers’ tool properties but lack the subjectivity. which are embodied in “ other-directed” growth, passive specialization, shallow learning and lack of autonomy.The key to solving the problem is how to turn the “ other-directed” type of development into “ self-directed” type of development. To promote teachers’ “ self-directed” development, according to the professional learning community theory, the constructivism theory, the postmodern curriculum view and the new education teacher growth theory, the New Education Experiment Network Normal College has used the convenient Internet to bring innovation to explore an online learning form as the main form of new model. It can make teachers’ cooperative learning possible and enrich teachers’ cross-boundary learning paths. And it can improve teachers’ sense of belonging and inspire teachers’ self-changing. The key elements of the new model include online learning community, cross integrated curriculum model and comprehensive and diversified evaluation methods. Practical research shows that teachers’ independent growth should pay attention to professional identity, professional reading, professional writing and professional communication.

关 键 词：教师自主成长 新教育理论 专业发展 职业认同 

分 类 号：G451[文化科学—教育学]