回应成人学习需求 创新教师研修机制——本土实践探索30年

Responding to the Needs of Adult Learning and Innovating the Teacher Training Mechanism:The 30 Years of the Localized Practice Exploration

教师群体是肩负繁重教学任务的成人学习者。他们各自具有不同的专业知识与教学经验,也有不断更新教学知识、增强教学能力的需要。他们参与在职学习与专业发展活动的主要目的在于增强自身教学能力、提升职业精神与人格境界。但现实中,他们所参与的专业培训和在职学习主要是来自专家的讲授、优秀教师的教学示范和优质资源的推送,较少有与同行围绕教学经验进行广泛交流和深度探讨的机会。因此,如何回应成人学习注重实践反思、经验分享、问题解决与能力发展等基本需求,以教师研修专题活动为载体,聚焦促进教师专业实践能力发展,就成为教师教育者应深入探索研究的课题。笔者历时30年的实践探索表明,教师研修应回归成人学习基本特点及其本质属性,借助教师同伴研修机制引导教师反思自身实践、开展与同行之间交流分享和建构集体共识,并由此推进教师的教学实践改进与专业能力发展。为此目的,从事教师研修活动的专业人员(包括教研员和教师培训者)必须成为教师互动学习过程设计者、同伴交流与共识建构引导者以及教学实践改进的推动者。

Teachers are adult learners who shoulder heavy teaching tasks.They have different professional knowledge and teaching experience,and they also need to constantly update their teaching knowledge and enhance their teaching ability.The main purpose of their participation in on-the-job learning and professional development activities is to enhance their teaching ability,improve their professional spirit and personality.But in reality,the professional training and on-the-job learning that they participate in are mainly the lectures of experts,the teaching demonstrations of excellent teachers and the push of high-quality resources,and they have few opportunities for extensive exchanges and in-depth discussions with peers on teaching experience.Therefore,how to respond to the basic needs of adult learning,such as the practical reflection,experience sharing,problem solving,ability development and the focus on promoting the development of teachers’professional practical ability with the research and study activities as the carrier,has become the issue that teachers and educators should deeply explore and innovate.The author’s 30-year practical exploration shows that teacher training should return to the basic characteristics and essential attributes of adult learning,guide teachers to reflect on their own practice,exchange and share their experience with peers and build collective consensus with the help of teacher training mechanism,and thus promoting the improvement of teachers’teaching practice and the development of their professional ability.To this end,professionals engaged in teacher training activities,including teaching researchers and teacher trainers,must be the designers of teacher interactive learning process,the leaders of peer communication and consensus-building,and the promoters of teaching practice improvement.