教师教研沉默的理性审视与进路优化  

The Rational Examination and Optimized Approach of Teacher's Silence in Teaching and Research

作　　者：刘君玲 张兰婷 蔡其全 Liu Junling;Zhang Lanting;Cai Qiquan(Shandong Normal University;Shandong Provincial Institute of Education Sciences;Taishan University)

机构地区：[1]山东师范大学教育学部 [2]山东省教育科学研究院,济南250000 [3]泰山学院教师教育学院,泰安271000

出　　处：《当代教育科学》2024年第8期52-59,共8页Contemporary Education Sciences

基　　金：2022年度山东省基础教育教学改革项目“中小学教师课堂评价素养提升研究”的研究成果之一。

摘　　要：在学校教研活动中,教师群体时常表现出失语的集体沉默,这严重影响了教研的效果,阻碍了教师的专业成长。以主体沉默的动机为基准,尝试将教研沉默分为自我保护型、讨好型、从众型、习惯型。“和为贵”传统文化的误读、学校制度的机械规约、教研组织机制运行低效是形成教研沉默的主要因素。教研沉默的改进,需要发挥教师个体能动性,突破多元困囿,激活责任伦理;改进学校制度,释放教师话语权;优化教研组织,唤醒其内部活力。In school teaching and research activities,the teacher group often exhibits collective silence and speechless,which seriously affects the effectiveness of teaching and research and hinders the professional growth of teachers.Based on the motivation of subject silence,this article attempts to classify teaching and research silence into self-protection type,pleasing type,conformity type,and habitual type.The misinterpretation of the traditional culture of“harmony is precious”,the mechanical regulations of the school system,and the inefficient operation of the teaching and research organization mechanism are the main factors that lead to the silence of teaching and research.The improvement of silence in teaching and research requires the individual initiative of teachers,breaks through the constraints of diversity,and activats ethical responsibility;It also requires to improve the school system and unleash teachers'voice;It is necessary to optimize the teaching and research organization and awaken its internal vitality.

关 键 词：教研沉默 集体沉默 学校制度 教研组织 

分 类 号：G635.1[文化科学—教育学]