基于教师学习共同体的特殊教育学校校本教研优化策略  

Optimization Strategy of School-Based Educational Research in Special Education School Based on Teacher Learning Community

作　　者：张浩然 宋淑尧 王志强[1] ZHANG Haoran;SONG Shuyao;WANG Zhiqiang(School of Education,Liaoning Normal University,Dalian Liaoning 116029)

机构地区：[1]辽宁师范大学教育学院,辽宁大连116029

出　　处：《现代特殊教育》2022年第12期10-15,共6页Modern Special Education

基　　金：辽宁省教育厅项目“特殊教育学校教师专业学习共同体研究”(W201683637)。

摘　　要：特殊教育学校校本教研存在教研活动指向偏差、教研活动方法欠缺、教师主动意识欠缺和教研活动保障不足的问题。基于教师学习共同体可采取的优化策略为:鼓励教师形成个人愿景,并讨论生成共同愿景和共同近景,以理清教研活动指向;开展团体学习,注重优化环节和创新形式,以丰富教研活动方法;提高教师教研意识和赋予教师教研权利,以实现责任共享,激发教师主体意识;完善内外部条件,以创设支持性环境,提高教研活动保障。There are some problems in the school-based educational research in special education school,including the deviation in the direction of educational research activities,the lack of methods of educational research activities,the lack of teachers’initiative and the insufficient guarantee of educational research activities.From the perspective of teacher learning community,the optimization strategies that can be adopted are:encourage teachers to form personal vision,generate common vision and common near future through discussion,to clarify the direction of educational research activities;Carry out group learning,pay attention to optimizing links and innovative forms,to enrich the methods of educational research activities;Achieve responsibility sharing by improving teachers’awareness and giving teachers the right of educational research to stimulate teachers’subject consciousness;Create a supportive environment by perfecting internal and external conditions to improve the guarantee of educational research activities.

关 键 词：特殊教育学校 校本教研 教师学习共同体 

分 类 号：G451.2[文化科学—教育学]