摘要
中小学教师是教育行动研究的主体,中小学教师与理论工作者的合作是中小学教师参与教育行动研究的必然选择。然而,现实中这一合作或者演变为"人大于人"的合作,或者"走样"为理论工作者与中小学校领导的合作,甚至成为理论工作者的"独舞"。本文根据大学-中小学合作研究的实践以及来自美国大学与小学合作研究的个案,认为权利的均衡、信任关系的建立以及交流与沟通,是教育行动研究中的合作有效开展的三个关键要素。
Cooperation is the inevitable choice for teachers participating educational action research. However, in practice, the relation between teachers and researchers in cooperation is always in imbalance, which is marked by inequality between teachers and researchers. This paper points out that balanced power, trust-relationship and communication are the three key factors to effective cooperation in educational action research.
出处
《教育发展研究》
CSSCI
北大核心
2008年第2期30-34,共5页
Research in Educational Development
