作　　者： ; ;

机构地区： 南京大学

出　　处： 《全球教育展望》 2013年第12期51-59,共9页

摘　　要： 一定程度上,教研组具备了专业学习社群的诸多特质,可视为后者的中国模式。然而,行政权力的过度干预、精细化管理的过分推崇、以及华人社会和谐文化的无远弗届,使得该社群因素遭受重创。学校虽采取诸多措施,试图让教研组重新成为专业学习社群,无奈药不对症,致使两者渐行渐远。文章指出问题的症结在于忽视了实践中的教师专业性,呼吁要尊重教师自主发展空间,关注其在学校变革中的努力,如此才能使得教研组功能复归。 To some extent, Teaching and research groups （TRGs） manifest some characteristics of professional learning communities （PLCs）, and could be regarded as the China model of PLCs. But TRGs are situated in a context of excessive interventions of executive power, increased concern over delicacy management, as well as harmonious culture in Chinese society. As a consequence, the community tradition of TRGs is suffered tremendously. Although schools adopt various measures to transform TRGs into PLCs, these measures fail to take effect. As a result, the path between TRGs and PLCs is blocked. The study suggests that the crux of the problem lies in teacher professionalism. The problem can be solved successfully only with schools respecting teachers＇ professional autonomy and agency, and keeping professional development space for teachers.

关 键 词： 专业学习社群 教研组 专业性 教师合作 本土化

领　　域： [文化科学]