教师校本化发展:内涵、规划和实施  

School-Based Teacher Development: Connotation, Planning and Implementation

作　　者：艾兴[1] 曹雨柔 AI Xing;CAO Yurou(Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教师教育学报》2023年第1期69-80,共12页Journal of Teacher Education

基　　金：重庆市教育规划重点课题“重庆市义务教育学校三级课程管理实践模式建构研究”(2019-GX-005),项目负责人:艾兴。

摘　　要：教师的专业学习和发展作为影响教师队伍建设和教师教育改革的重要因素,正逐渐走向校本化。所谓“教师校本化发展”指的是立足于学校实际,教师在学校的整体设计和系统实施下参与一系列发展活动,并以教师发展促进学校内涵式发展,进而实现教师发展与学校发展双向增益的过程,具有教师自身发展与学校内涵发展相融合、教师职后发展与社会终身学习相统一,以及教师专业发展与人的自由发展相结合等特征。教师校本化发展的基本理念是从学校内涵发展角度出发,尊重学校的专业自主,打造学校自律和负责任的形象,使学校成为内在自律和自治的自主实体,使教师成为自身教学专业发展的真正主人,实现学校和教师的双赢和共生发展。基于上述理念可知,教师校本化发展是以教师能力发展标准为基底的,并遵循“标准确立—能力测评—需求评估—目标生成”的逻辑主线。为此,研究系统建构了基于教师能力标准的“教师专业水平的校本化发展层次框架—校本化的教师能力评测—教师发展的校本需求诊断”三位一体的理论模型。在具体操作层面,可以从个体化的发展目标制定、发展性的学习内容设计、基于学习者画像的精准实施模式构建、融合激励机制的发展性评价的建立四个方面构建教师校本化发展的实施体系,推进教师校本化发展从理论向实践转化。As an important factor influencing the development of the teaching force and teacher education reform, teachers’ learning and development is gradually becoming school-based. “School-based teacher development” refers to a series of developmental activities in which teachers participate under the overall design and systematic implementation of the school, and teachers’ development is made to promote the internal development of the school, thus realizing the two-way process of teacher development and school development. It is characterized by the integration of teachers’ own development with the internal development of the school, the unification of teachers’ post-service development with the lifelong learning of the society, and the combination of teachers’ professional development with the free development of human beings. Its basic philosophy starts from the reflection of the school’s internal development, respect the school’s professional autonomy, establish the school’s self-discipline and responsible mentality, let the school become an autonomous entity with internal self-discipline and autonomy, and let teachers become the real masters of their own teaching professional development, so as to realize the win-win and symbiotic development of the school and teachers. Based on the above concepts and connotations, school-based teacher development should be based on teachers’ competency development standards, follow the main logic of “standard establishment—competency measurement—needs assessment—goal generation”,and systematically construct a trinity theoretical model of “school-based development framework based on teachers’ competency standards—school-based assessment of teachers’ competencies—school-based needs diagnosis of teachers’ development”. At the operational level, the implementation system of school-based teacher development can be established in four aspects: individualized development goals, personalized learning content design, precise implementation mode

关 键 词：教师学习 校本化发展 整体规划 能力标准框架 学习者画像 人工智能 

分 类 号：G650[文化科学—教育学]