教研共同体：在线社交中提升教师专业发展

Teaching and Research Community: Improving Teacher Professional Development Through Online Social Networking

在我国教育信息化深入推进的进程中,教师专业发展的外部环境也发生了巨大变化,教师合作共享联通更加紧密,在线社交互动更加轻松,促成了若干基于共同的教学与研究目标的教研共同体。基于在线社交的教研共同体具备共同愿景明确、协同合作社交化、资源服务共享化、教研角色多元化等四大特征,形成了以专业引领为指导的网络名师工作室、以兴趣驱动为引导的自组织在线教研社区和以学科实践为依托的混合式师徒制教研三类典型的教研共同体。结合具体案例,围绕教研共同体的团队准备、实践行动、观测反思、评价总结四个阶段分别介绍三类教研共同体的实施流程,提出基于在线社交的教研共同体发展策略,为教师专业发展提供参考。

In the process of in-depth education informatization in China,the external environment of teacher professional development has also undergone tremendous changes.Teachers’cooperation and sharing are more closely linked,and online social interaction is easier,which has led to a number of teaching and research communities based on common teaching and research goals.The online teaching and research community based on online social education has four characteristics:clear vision, collaborative socialization,resource service sharing,and diversified teaching and research roles. It has formed a network of famous teachers and a self-organization guided by professional guidance. The online teaching and research community and the mixed teaching and research system based on the practice of disciplines are three typical teaching and research communities. Based on the specific case,the four stages of the team preparation,practice,supervision,and evaluation of the teaching and research community are introduced respectively.The implementation process of the three types of teaching and research communities is proposed,and the development strategy of the teaching and research community based on online socialization is proposed to provide reference for the professional development of teachers.