人学视野的教师专业学习共同体构建  

The Construction of Teacher Professional Learning Community from the Perspective of Hominology

作　　者：韩益凤 HAN Yi-feng(Southeast University,Nanjing,Jiangsu,210014,PRC;Jiangsu Second Normal University,Nanjing,Jiangsu,210013,PRC)

机构地区：[1]东南大学人文学院,江苏南京210014 [2]江苏第二师范学院,江苏南京210013

出　　处：《当代教育与文化》2022年第3期70-76,共7页Contemporary Education and Culture

基　　金：江苏省高校哲学社会科学研究项目“江苏基础教育卓越教师队伍建设研究”(2020JSA0612)阶段性成果;教育部人文社会科学研究规划基金项目“前后后融通:教师教育一体化研究”(21YJA880016)阶段性成果。

摘　　要：教师专业学习共同体的水平直接影响着职后教师专业发展的质量。传统的中小学教师群体存在专业发展“单兵作战”、理论与实践难以融通、职业幸福感持续走低等问题,导致教师专业成长低效。“四有”好教师团队基于马克思主义人学视野,致力于突破中小学教师专业发展的封闭路径,关注教师生命成长和职业幸福,构建跨越大中小学教师群体边界的学习共同体,激发基础教育阶段教师团队综合育人、学科育人的教育价值,探索新时期教师队伍建设新路径。The level of teachers'professional learning community directly affects the quality of in-service teachers'professional development.Traditional cohort of primary and secondary school teachers encounters such problems as“individual combat”type of professional development,separation of theory and practice,and decreasing sense of professional happiness,which lead to low efficiency in teacher professional growth.Based on the Marxist humanistic vision,the“Four-Haves”good teacher team committed to breaking through the closed path of professional development of primary and secondary school teachers,pay attention to teachers'life growth and professional happiness,and build a learning community that transcends the boundaries of universities,primary and secondary schools.The team also stimulates the value of comprehensive education and subject education in the basic education stage,and explores a new path for the construction of teachers'team in Jiangsu in the new period.

关 键 词：教师发展 “四有”好教师 专业学习共同体 人学 

分 类 号：G655[文化科学—教育学]