摘要
课程资源关乎教师共同体的持续发展,影响到教师教学的成效。本研究从实践共同体视角切入,剖析校本教研中课程资源开发利用过程,探讨在实践中教师课程意识的转变。研究所见,校本教研中教师群体按照工具性合作的模式协作开发课程实施资源。共同体注重通用性成果产出,按照社会再生产的模式加以推广。教师操作性技能取得迅速提升的同时,其专业视野和判断则受到一定限制。
Curriculum resources have potentially positive effects on the continuous development of teacher communities and teaching practice. This study interprets the process of the development of curriculum resources in school-based teaching research and analyzes the change of teachers＇ curriculum consciousness from a community of practice （CoP） perspective. It observed that teachers followed the mode of instrumental collaboration to develop curriculum resources. Teacher communities emphasized the output of general artifacts and popularized them into team members. As teachers＇ operational skills were developed rapidly, their professional horizons and judgement were confined to some extent.
作者
乔雪峰
黎万红
QIAO Xuefeng LI Wanhong(School of Education Science, Nanjing Normal University,blanjing,210097 ,China Department of Educational Administration and Policy, The Chinese University of Hong Kong, Hong Kong,999077, China)
出处
《全球教育展望》
CSSCI
北大核心
2016年第11期32-42,共11页
Global Education
基金
教育部人文社会科学青年基金项目"新型城镇化背景下乡村教师工作生活质量及社会支持系统构建"(项目批准号:16YJC880062)
南京师范大学青年人才科研培育项目"区域性专业学习共同体中教师合作研究"(项目批准号:15QNPY06)阶段性成果
关键词
实践共同体
课程资源
人工制品
校本教研
课程意识
communities of practice
curriculum resources
artifact
school-based teachingresearch
curriculum consciousness
