国内外教师专业学习共同体实证研究的回顾与反思——基于2000—2020年相关文献的统计

Reflections on Empirical Research on Teachers’Professional Learning Communities at Home and Abroad:Statistics based on relevant articles collected from 2000-2020

采用文献分析法,回顾了近20年(2000-2020年)国内外教师专业学习共同体的实证研究文献131篇。通过分析发文总体情况、研究内容、研究不足发现:该领域在国内外均取得了一定成就,但国内实证研究数量相较于国外仍相对匮乏,共同体模型主要依托西方理论,模型的构成要素有待本土化改良。基于对以上问题的反思,提出了该领域未来的研究方向,以期为教师专业学习共同体理论和实践探索提供启示。

This article reviews 131 papers of the domestic and foreign empirical research on teachers’professional learning communities(PLC)in the past 20 years(2000-2020).Via analyzing the overall publication situation,research content,and research deficiencies,it is found that despite the achievements made at home and abroad,the proportion of foreign empirical research is higher than that of domestic empirical research;the domestic PLC model mainly relies on western theories;the components of the domestic PLC model need to be localized and improved.Based on the reflections of these deficiencies,the paper finally proposes future research directions in this field,to provide inspiration for the theoretical and practical investigation of teachers’professional learning communities.