作　　者： ;

机构地区： 北京师范大学教育学部教师教育研究所

出　　处： 《教育学报》 2011年第3期63-74,共12页

摘　　要： 基于对上海地区四所小学的田野调查,考察教师在"赋权增能"政策条件下,如何处理课程改革中所面临的问题,及其所处教师共同体的影响。研究发现:课程改革给教师造成的压力客观上推进了教师发展和教师专业学习共同体的构建;课程改革在赋权增能的同时赋予教师高度问责,造成教师不愿承担赋权,而教师专业学习共同体以群体分责来支持教师的赋权增能;未来课程改革应当寻求赋权、增能和问责的平衡,并推进教师专业学习共同体的建设,从而支持教师真正成为课程改革的"代理人"。 Based on the fieldwork in four primary schools in Shanghai, this study investigates how teachers deal with the problems in curriculum reform under the policy of ＂teacher empowerment＂ and how their problem-solving process are influenced by the teacher community. It is found that the pressure brought by curriculum reform has promoted teacher development and the establishment of teacher professional learning community; teachers shoulder more responsibilities when they are empowered and thus teachers are not willing to be empowered; teacher community however supports the teacher empowerment by means of ＂sharing responsibilities in community＂. The future curriculum reform is supposed to find the balance amongst empowerment and responsibility-bearing; meanwhile, it should facilitate the establishment of teacher professional learning community. In this way, teachers can be fully supported to be the de facto ＂deputy＂ for the curriculum reform.

关 键 词： 课程改革 教师发展 专业学习共同体 赋权增能

领　　域： [文化科学] [文化科学]