研修共同体中教师研究力发展的现实矛盾与改进路向

The Realistic Contradiction and Improvement Direction of Research Ability Development in Teacher Research Community

教师的研究力是教师应对课堂教学变革、育人方式转变的重要能力之一。以研修共同体来提升教师研究力是当前中小学校的普遍选择。通过对华东地区S市教育心理学科研修共同体开展“心理课程研究”活动的7名成员的跟踪观察,发现在教师研修共同体中存在教师与自我、教师与指导者、教师与同侪这三对矛盾,它们制约着教师研究力的提升。因此,需要进一步改进与完善教师研修共同体的建设,通过发展教师研究性思维,让教师“知其然更知其所以然”;加强互动与交流,树立指导者作为支援者的自觉;重塑共同愿景,共同体成员相互促进共同提高,以此提升教师的研究力,促进教师的专业发展。

The research ability of teachers is one of the important abilities of teachers to deal with the change of classroom teaching and the change of educational methods.It is a common choice for primary and secondary schools to promote teachers’re‐search ability by research community.By following and observing 7 members of the educational psychology scientific research community of S city in East China,it is found that there are three contradictions in the community of teachers’research:teachers and themselves,teachers and supervisors,teachers and peers,which restrict the promotion of teachers’research ability.Prima‐ry and secondary schools need to further improve and improve the construction of teacher research community,through the devel‐opment of research-based thinking,so that teachers“know more about its nature and why”,strengthen interaction and exchange,to build up the awareness of the mentor as the supporter,to reshape the common vision,and to enhance the research ability and professional development of the teachers by the mutual promotion and improvement of the members of the community.