深度学习视角下幼儿园教师领导力提升的参与式行动研究

A Participatory Action Research on Promoting Kindergarten Teachers'Leadership from the Perspective of Deep Learning

本研究依托北京市海淀区学前教育领域的“深度学习”教学改进项目,采取两轮参与式行动研究,探索如何通过提升幼儿园教师领导力,帮助教师更好地支架幼儿实现深度学习。两轮参与式行动研究以“教师领导力行为与学生学习框架”为行动指引框架,分别对区级层面和园级层面的教师研修活动进行引领,取得了阶段性成果。后续建议积极增强幼儿园教师领导力意识;为教师创设自主学习、自主研修的环境;组织不同层级的教学实践研讨,引导教师做好理论与实践的衔接;帮助教师加强与幼儿家长的交流合作;给予教师充分参与幼儿园管理的权利。

By prticipating deep learming teaching reform project in preschool education in Haidian District of Beijing and using two-stage participatory action research,this study aims to investigate how to build up teachers'leadership to better scaffold young children's deep leaming.Guided by"Teacher Leadership Behavior and Student Learming Framework",this two-stage partici-patory action research provides guidance for teaching and research activities at both district level and kindergarten level respec-tively.Some achievements have been obtained for this period.The fllow-up suggestions are 2as fllows:teachers’leadership awareness should be further increased;supprtive environment should be created for teachers'independent leaming and research;dfferent levels of teaching practice resarch should be organized to help teachers to combine theory with practic;kindegatens should help teachers to strengthen communication with parents;and teachers should have opportunities to participate in kinder-garten management aftis.