我国教研员专业发展的思考

Thoughts on the Professional Development of Teaching and Research Staff

教研员是助推我国基础教育质量提升的重要力量,具有鲜明的中国特色。改革开放40年来,教研员的专业发展经历了行政权威主导、行政赋权履行管理职能、学术职责主导的内涵式专业发展三个阶段,呈现出复杂性、情境性、创造性特点,但其专业发展存在着身份角色不明,职能定位不清,专业与现实条件的冲突等问题,其原因在于选拔体制不健全和系统培训缺失,缺乏对教研活动本质的追问,对行政权力的依附。只有转变对教学研究的认识,创新教研员的选拔机制,实现由专业发展到专业生活的回归,才能推动教研员的专业发展。

Teaching and research staff are important academic forces to improve the quality of basic education in China. Over the past 40 years of reform and opening-up, the professional development of teaching and research staff has experienced the period of administrative authority, the period of administrative empowerment, and the period of connotative professional development dominated by academic duties, and presents the characteristics of complexity, situationality and creativity. Nevertheless, there are also some problems emerge in the the professional development of teaching and research staff, such as role ambiguity, unclear function orientation, and confliction between professional and realistic conditions. Possible reasons include the imperfection of selection system, the lack of systematic training, short of the pursuit to the nature of teaching and research activities and the dependence of administrative power. Only by shifting the understanding of teaching research, changing the selection mechanism of teaching and research staff, and implementing the professional development of teaching and research staff into all aspects of their professional life, can we realize the professional development of teaching and research staff.