指向高质量教育体系的乡村教师教学专业化发展——基于组织学习理论视角

Research on the Professional Development of Rural TeachersAiming at High-Quality Education System—From the Perspective of Organizational Learning Theory

在高质量教育体系建设的新时期,持续推进城乡教育资源均衡化,乡村教育事业提质增效化,要通过高素质专业化的乡村教师队伍来实现。教师的教学表现是衡量课堂教学提质增效及课后服务效果的重要依据。从组织学习视角分析乡村教师教学专业化发展,其根本目的就是关注乡村教师在乡村学校作用的发挥、个人在职业领域的成长进步、团队在教育培养方面的综合能力、学校在教育过程中的质量表现等多个维度的展现,更趋近于高质量教育体系的构建。因此,教师教学专业化发展涵盖了教师个体成长、教学团队协作、学校组织运作等多个教学领域的互动与知识传递过程。在个体层面,激发“个体善”,厚植“公共善”;在团队层面,形成小组学习达成知识共享和情感联结;在组织层面,从动态发展中实现整体优化和活力提升。

In the new era of high-quality education system construction,we should continue to promote the equalization of urban and rural educational resources and improve the quality and efficiency of rural education through a team of highly qualified and professional rural teachers.Teachers'teaching performance is an important basis for measuring the improvement of classroom teaching quality and efficiency,as well as the effect of after-school services.Analyzing the professional development of rural teachers'teaching from the perspective of organizational learning,its fundamental purpose is to focus on the role of rural teachers in rural schools,personal growth and progress in the professional field,the comprehensive ability of the team in education and training,and the quality performance of the school in the education process,which is closer to the construction of a high-quality education system.Therefore,the professional development of teachers'teaching covers the interaction and knowledge transfer process in multiple teaching fields such as individual growth of teachers,teaching team collaboration,and school organization operation.At the individual level,stimulate“individual goodness”and cultivate“public goodness”;at the team level,form group learning to achieve knowledge sharing and emotional connection;at the organizational level,achieve overall optimization and vitality improvement from dynamic development.