校本研修中教师的主体性及其激发策略  

Teachers’Subjectivity and its Stimulating Strategies in School-based Research

作　　者：景超 JING Chao(Shanghai Teacher Institute,Shanghai,200234)

机构地区：[1]上海市教师教育学院,上海200234

出　　处：《现代基础教育研究》2025年第1期94-99,共6页Research on Modern Basic Education

基　　金：上海市教育科学研究项目“‘蝶化发展’理论下教师研修主体性的激发与维持研究”(项目编号:C2024101)。

摘　　要：主体性是教师作为教育主体的本质特征与存在方式。本研究选取了S市市级教师专业发展学校中具有代表性的12位教师与师训管理者进行深度访谈,阐释教师主体性的特性表现。研究发现,教师的问题意识、研修共同体、研修后的积极建构是影响教师研修主体性的重要因素。因此,校本研修设计与组织者需要积极营造问题探究的非制度研修环境,创新平等对话的研修共同体机制,培育深度反思与知识建构的研修文化,以此激发教师的主体性,促进教师的专业发展。Subjectivity is the essential characteristic and mode of existence for teachers as educational subjects.This study conducted in-depth interviews with 12 representative teachers and teacher training managers from the schools featuring teacher professional development in S City to explain the characteristics of teachers’subjectivity.The findings reveal that teachers’problem awareness,their training in research community and proactive post-training reconstruction are key factors that affect teachers’subjectivity.Therefore,the designers and organizers of school-based research and training need to actively create a noninstitutional environment for inquiry-based learning,innovate research community mechanism for equal dialogues,and cultivate a research culture of deep reflection and knowledge-building,in order to stimulate teachers’subjectivity and promote their professional development.

关 键 词：校本研修 教师主体性 激发策略 

分 类 号：G63[文化科学—教育学]