乡村教师专业学习共同体构建研究——基于15所乡镇中小学的调查分析

Research on the Construction of Community of Professional Learning for Rural Teachers——Investigation Based on 15 Township Primary and Secondary Schools

专业学习共同体具有支持与共享的领导、共同的价值观、共同学习与运用、共享的个人实践与支持性条件五大特征,它作为一种教师专业发展途径和促进学校变化与发展的潜在策略,日益受到广泛的关注。通过对广西五个市县的15所乡镇中小学的深入调查与访谈,发现当前乡村教师专业学习共同体存在活动模式单一与活动内容较片面、建设的支持性条件不足、乡村教师群体间缺乏合作型文化等问题。提出创新专业学习共同体形式与丰富活动内容、完善乡村教师专业学习共同体构建的支持性条件、培育乡村教师群体间的合作文化等来推进乡村教师专业学习共同体建设。

Professional learning community has five characteristics: support and sharing leadership, common values, common learning and application, shared personal practice and supportive conditions. As a way of professional development and a potential strategy to promote school change and development, it has attracted more and more attention. Through in-depth investigation and interviews with 15 primary and secondary schools in five cities and counties of Guangxi, this paper finds that there are some problems in the current rural teacher professional learning community, such as monotonous activity mode, one-sided activity content, insufficient supportive conditions for construction, and lack of cooperative culture among rural teachers. It is proposed to innovate the form of professional learning community and enrich the content of activities, improve the supporting conditions for the construction of rural teacher professional learning community, and cultivate the cooperative culture among rural teachers to promote the construction of rural teachers’ professional learning community.