作　　者： ;

机构地区： 北京教育学院

出　　处： 《教育研究》 2014年第8期118-124,共7页

摘　　要： "北京市农村中小学教师研修工作站"是北京市教育委员会自2008年启动的一项创新型的教师专业发展项目。该项目将北京市远郊区县教师选送进入城区优质中小学校,以教育教学观摩实践为主要特征,由优秀学科教师对农村教师进行教学实践指导,以促进教师成长。基于社会文化理论对学习的个体层面、人际层面及社会文化制度层面的探讨,该项目实践取向的情境学习探索了教师学习的有效机制。在导师指导下的协作学习过程中,教师学习的内容不仅仅局限于专业知识与专业能力等技术层面。农村教师在师德修养、道德规范、专业态度与专业认同等方面的提升,对其持续成长的影响更为深远。为提升培训质量,政策制定者和实践者需在实践情境中为教师创设长期系统的协作学习机会,激发教师的专业自主与学习意识,增进教师的专业认同,并在学校组织与政策等制度层面为教师学习提供有力支持。 Aiming to improve teachers＂ quality, Beijing Municipal Education Commission starts up an innovahve teacher development program named ＂The Learning and Research Center For Beijing Rural Primary ＆ Secondary School Teachers＂ since 2008. The dynamics of effective teacher learning is explored based on the three planes of analysis corresponding to personal, interpersonal, and social-cuhural-institutional processes from the perspective of sociocultural theory. What teachers learn under the guidance of master teachers in quality schools should be far beyond the acquiring of knowledge and skills with more attention to the moral dimension of teaching, the normative of pedagogy and professional identity, which is more influential for teachers continuing professional development. In order to enhance the quality of teacher training, long-term, systematic collaborative learning environment should be created in the situation of practice, teachers＂ professional autonomy, learning consciousness and professional identity need to be enhanced, and policy and organizational support should also be provided by policy makers and school leaders.

关 键 词： 教师学习 社会文化理论 教师专业发展 农村教师

领　　域： [文化科学—教育学]