中小学教师合作研究40年:脉络.内容与反思  

Research on the Cooperation of Primary and Middle School Teachers in the Past 40 Years:Evolution,Content and Reflection

作　　者：付光槐 姜何 FU Guanghuai;JIANG He(College of Educational Science,Hubei Normal University,Huangshi,Hubei,435002,China;School of Education and Arts,Jingmen Vocational University,Jingmen,Hubei,448000,China)

机构地区：[1]湖北师范大学教育科学学院,湖北黄石435002 [2]荆门职业学院教育与艺术学院,湖北荆门448000

出　　处：《教育与教学研究》2023年第4期60-70,共11页Education and Teaching Research

基　　金：2021年度湖北省高等学校哲学社会科学研究重点项目“区县基层教研员的准入与退出机制研究”(编号:21D065);2021年湖北省教育厅教育改革专项“地方师范院校教师教育改革的社会支持机制研究”(编号:25)。

摘　　要：20世纪80年代以来,教师合作作为一种推动学校改革、促进教师专业发展的新生力量进入教育变革场景,引起了研究者的广泛关注。回顾中国中小学教师合作的研究发展历程,研究大致经历了初步探索、稳步发展、成熟深化三个时期,主要围绕“如何达成真实而有意义的合作”这一核心议题,聚焦于教师合作的视角、本质、类型、问题等内容进行了探讨。未来的研究可围绕教师合作方向、教师合作影响因素、教师合作边界等方面进一步拓展和深入。Since the 1980s,teacher cooperation,as a new force to promote school reform and teachers'professional development,has entered the scene of educational reform and attracted extensive attention from researchers.Reviewing the research and development process of teacher cooperation in primary and secondary schools in China,the research has roughly gone through three periods of preliminary exploration,steady development,and mature and deepening.It mainly focuses on the core topic of"how to achieve authentic and meaningful cooperation"and concentrates on exploring the perspectives,nature,types,and issues of teacher cooperation.The future research can be further expanded and deepened by focusing on the direction of teacher cooperation,the influencing factors of teacher cooperation and the boundaries of teacher cooperation.

关 键 词：教师合作 专业共同体 同伴互助 合作学习 

分 类 号：G451[文化科学—教育学]