实践共同体视域下高校新教师专业成长模式研究  

Research on the Professional Growth Model of New Teachers in Colleges and Universities from the Perspective of Community of Practice

作　　者：张传亮 张艺润 Zhang Chuan-liang;Zhang Yi-run(China jiliang university,Zhejiang,Hangzhou 310018;Henan Normal University,Henan,Xinxiang 453007)

机构地区：[1]中国计量大学对外联络处,杭州310018 [2]河南师范大学马克思主义学院,河南新乡453007

出　　处：《教师教育论坛》2023年第3期77-80,91,共5页Teacher Education Forum

基　　金：浙江省教育科学规划2021年度一般规划课题“深化新时代教育评价改革背景下高校新进青年教师培养的范式转换”(项目编号:2021SCG377);2021年度教育部人文社会科学研究青年基金项目“聘任制语境下高校新教师职业社会化的实践机制研究”(项目编号:21YJC880088)。

摘　　要：高校新教师培养模式在实际运行中出现一些不可忽视的问题:价值本位面临现实性冲突、培养内容存在结构性缺失、培养路径具有单向度风险、培养模式存有碎片化倾向。这在深层次上折射出大学组织与新教师之间的不协调状态。实践共同体理论以实践作为融合二元对立的概念工具,将实践中的“合法的边缘性参与”改造升级为“社会性参与”,为高校新教师专业成长提供了一种社会性学习的新理论视角。这意味着高校新教师的专业成长及其培训将面临着价值转向、内容转变、路径转轨、模式转型,即新教师培养的范式转换。Some problems can not be ignored in the actual operation of the new teacher training mode in colleges and universities:the value standard faces realistic conflicts,the training content has structural deficiencies,the training path has one-way risks,and the training mode has the tendency of fragmentation.This reflects the disharmony between the university organization and the new faculty at a deep level.The theory of community of practice takes practice as a conceptual tool to integrate binary opposites,and transforms the "legitimate marginal participation" in practice into "social participation",which provides a new theoretical perspective of social learning for the professional growth of new teachers in colleges and universities.This means that the professional growth and training of new teachers in colleges and universities will face the transformation of value,content,path and mode,that is,the paradigm transformation of new teacher training.

关 键 词：实践共同体 高校新教师 教师培训 专业成长 

分 类 号：G641[文化科学—高等教育学]