论高校教师专业共同体构建  

On the construction of college teachers’ professional community

作　　者：骆新耕 何荷玉洁 骆雨扬 杨雪妮 LUO Xingeng;HE Heyujie;LUO Yuyang;YANG Xueni(Department of House Property Management,Central South University,Changsha 410083,China;School of Literature and Journalism,Central South University,Changsha 410083,China;Hunan Branch,China Post Securities Co.,Ltd.,Changsha 410118,China;Business School,Central South University,Changsha 410083,China)

机构地区：[1]中南大学房产管理处,湖南长沙410083 [2]中南大学文学与新闻传播学院,湖南长沙410083 [3]中邮证券有限责任公司湖南分公司,湖南长沙410118 [4]中南大学商学院,湖南长沙410083

出　　处：《创新与创业教育》2022年第4期95-100,共6页Journal of Innovation and Entrepreneurship Education

摘　　要：高校教师专业共同体具有学术性、无形性、虚拟性、有机性和道德性等特征,涉及管理、目标、课程、人员、学术、活动、联系、评价、奖励等因素,能发挥交流课堂教学经验、研究学生素质发展、切磋专业发展途径的作用。然而,目前我国高校教师专业学习共同体的建立却面临管理制度、教师学习态度消极、学习内容有限等问题,可尝试通过管理制度创新、建立共同愿景、丰富共同体学习内容和方式等来实现突破。The college teachers’ professional community has characteristics of academics, intangibility,virtuality, organic and morality, including the factors of management, goal, curriculum, faculty, academics,activities, relations, connections and evaluation, comments, awards, etc. It plays a role of exchanging experience in teaching, developing the quality of graduate students and communicating the way of major development. However, at present, the establishment of professional learning community of college teachers is faced with many problems such as management system, negative learning attitude of teachers, and limited learning content. We can try to achieve a breakthrough by innovating organizational system, establishing common vision, and enriching community learning content and methods.

关 键 词：高校教师 专业共同体 教师专业发展 

分 类 号：G64[文化科学—高等教育学]