日本校内研修的问题考察与对策分析——基于日本校内研修的相关研究文献

A Study on the Problems and Countermeasures of School-based In-service Teacher Education in Japan:Based on the Literature Review of Japanese School-based In-service Teacher Education

以课例研究为主要形式的日本"校内研修"是一种"共性要求"与"个性诉求"相拮抗的研修类型,其中蕴含的张力既是其活力之本,也是其问题之源。日本校内研修中长期存在的"形式化""模式化"和"协调难"等问题即源于此。日本的研究者早期多考虑在确保共性要求的前提下如何兼顾个性发展,从加强学校组织管理、强化研修者的研修意识以及改善研修内容和方法等角度提出相关对策。到了20世纪末,随着"学习共同体"的提出,更多研究者开始探讨通过谋求教师的个性化发展和相互之间的合作来促进共性的形成,力图通过重塑学校文化、强化教师合作来改善校内研修。

Japanese school-based in-service teacher education, with lesson study as its main form, is a kind of in-service teacher education in Japan with tension between ＇universal requirement＇ and ＇individual demands＇. This tension is the source of its vitality as well as its long-existing problems such as formalism, stereotype and difficult coordination. During the earlier stage Japanese researchers placed the priority on considering how to balance the individual demands under the premise of ensuring universal requirement, proposing the strategies to strengthen school-based in-service education management, promote the s of teachers, and improve training content and methods. Since the turn of the century, with the development of the idea of ＂learning community＂, more and more researchers have begun to explore how to support teachers＇ individual development and their Collaboration in order to promote teachers＇ collective development and school development.