基于三类学习共同体的校本教师协作机制构建研究  

A Study on the Construction of School-based Teacher Collaboration Mechanisms Based on Three Types of Learning Communities

作　　者：陈勇 谢敏[1] CHEN Yong;XIE Min(Shanghai Southwest Weiyu Middle School,Shanghai 200235,China)

机构地区：[1]上海市西南位育中学,上海200233

出　　处：《教育参考》2024年第12期82-87,共6页Education Approach

摘　　要：中学传统教研模式存在局限性,难以满足教师个性化、深度学习与合作的需求。为此,本文以上海市X中学为例,分析了学校教师专业发展的现状与需求,并介绍了该校如何通过构建学科内协同、跨学科协同和沙龙式协同三类学习共同体,强化教师间的协作和交流,促进“双新”理念的落地,从而构建有效的校本教师协作机制,提升教育教学质量。There are limitations in the traditional teaching and research model that make it difficult to meet teachers’needs for individualized,in-depth learning and collaboration.This paper takes Shanghai X Middle School as an example,analyzes the status quo and needs of teachers’professional development,and introduces how the school builds an effective school-based teacher collaboration mechanism to improve the quality of education and teaching by constructing three types of learning communities:intra-disciplinary collaboration,cross-disciplinary collaboration,and salon-style collaboration,strengthening collaboration and communication among teachers,and promoting the implementation of the“double new”concept.

关 键 词：教师协同 学习共同体 校本教研 教师专业发展 

分 类 号：G63[文化科学—教育学]