教师合作的另一种风景——加拿大“乐享阅读”与“学有所得”计划的实施经验分析

Another Landscape of Teacher Cooperation:An Analysis of the Implementation Experience of Changing Results for Young Readers and Changing Results for Young Children Programs in Canada

教师合作是促进教师专业发展、提升教育教学质量、带动学生成长的重要路径。加拿大不列颠哥伦比亚省乐享阅读(CR4YR)(2012-2015)以及学有所得(CR4YC)计划(2017年至今)通过以学生为目标指向、以行动研究为抓手、精心组构实践共同体、提供流动的资源平台等方式促进教师合作的深入发展,形成了教师合作的一道独特风景。基于此,我国教师合作的进一步深化可从以下几个着力点入手:以终为始,转变设计逻辑,听见“学生”的声音;为教师合作松绑,引导教师成为自主的合作者;整合正式制度和非正式情境的力量,促进教师合作关系的深化。在中国文化土壤之中促进教师合作,还需要在教育的田野中对其实践形态进行深描,从而为教师合作的生长和发展打开新的可能性。

Teacher cooperation is an important way to promote the professional development of teachers,improve the quality of education and teaching,and promote the growth of students.British Columbia Changing Results for Young Readers(CR4YR)(2012—2015)and Changing Results for Young Children(CR4YC)Program(2017-present)promote the in-depth development of teacher cooperation by targeting students,taking action research,elaborately organizing a community of practice,and providing resource platforms,which formed a unique landscape of teacher cooperation.Based on this,we can provide the following enlightenment for our teacher cooperation:Starting with the end,changing the design logic of the cooperation mechanism,hearing the voice of students;freeing teachers'cooperation and guiding teachers to become independent collaborators;integrating the power of the formal system and informal situation to promote the deepening of teacher cooperation.To promote teacher cooperation on the soil of Chinese culture,it is necessary to deeply describe its practice form in the field of education,so as to open up new possibilities for the growth and development of teacher cooperation.