跨界学习共同体促进教师专业发展的思考与实践  

Reflections and Practices of Cross-Boundary Learning Communities to Promote the Professional Development of Primary and Secondary School Teachers

作　　者：姚旺[1] 郭一鹤[2] Yao Wang;Guo Yihe(Changchun Education Institute,Changchun,130033)

机构地区：[1]长春教育学院教务处,吉林长春130033 [2]长春教育学院思想政治理论教研部,吉林长春130033

出　　处：《长春教育学院学报》2025年第1期60-65,共6页Journal of Changchun Education Institute

基　　金：2024年度吉林省职业教育科研课题“基于UGS模式的中小学教师职后发展路径研究”(2024XHY292);长春市教育科学“十四五”规划课题“UGS模式下中小学教师专业发展路径研究”(JKBLX20230305)。

摘　　要：跨界学习共同体可以跨越学科之界、学校之界、行业之界,分享成员的教育资源、经验和策略,以促进知识的流通。跨界学习共同体具有多元性、协同性、灵活性的特点,其创新机制和知识共享模式为中小学教师突破专业束缚、打破固有思维、优化知识结构、提升内在素养提供了新的途径,促进教师专业发展。Cross-boundary learning communities can cross the boundaries of disciplines,schools,and industries to share members'educational resources,experiences,and strategies to facilitate knowledge exchanges.They are characterized by diversity,collaboration,and flexibility with innovative mechanisms and knowledge sharing modes to break through professional limitations,challenge conventional thinking,optimize knowledge structures,and enhance internal quality for primary and secondary school teachers,so as to promote their professional development.

关 键 词：跨界学习 学习共同体 教师专业发展 

分 类 号：G720[文化科学—成人教育学]