中小学教师学习共同体构建的个案研究

A Case Study of the Construction of Primary and Secondary School Teachers' Learning Community

对专家引领陪伴、项目制式、生态课堂理念整合的三种教师学习共同体模式进行个案分析发现,这些共同体的建设对教师教学行为的改变、师生学习共同体的形成、学校的跨越式发展均有推动作用。同时,教师学习共同体要想进一步深入发展,应建立行政和专业力量共同推动的教师学习团队运转机制,营造学校中学习、研究和共享的学习文化氛围,专注学习新知为教师学习共同体的发展提供动力。

Through the analysis of three types of teacher learning community, namely, expert guidance and company, project orientation and ecological classroom integration, it is found that the community construction promotes the change of teachers teaching behavior, teacher-student learning community and leapfrog school development. In order to further deepen the development of teacher learning community, we should establish the working mechanism of the teacher learning team, which is promoted by the administrative and professional forces, and build the learning cultural atmosphere of learning, researching and sharing in the school, and focus on learning new knowledge as the driving force for the development of the teachers learning community.