跨界学习视域下U-S合作优化研究——以教师研究素养提升项目为考察对象

An Optimization Research of University-School Cooperation in the Perspective of Boundary-crossing Learning:Taking the Teacher Research Literacy Enhancement Programas Research Object

如何超越当前合作中过多关注同质性,从根本上激活不同参与者的主体性,成为促进指向教师专业发展的U-S合作持续推进的关键。遵循这一理路,强调群体学习过程中异识和多样性的跨界学习理论进入了我们的视野。本研究旨在以跨界学习理论对当前的U-S合作进行优化,透视跨界学习视域下U-S合作可以呈现出怎样的新样态以及给教师专业发展带来了怎样的新局面。研究表明,跨界学习视域下U-S合作优化的关键在于三个方面:立基于“差异即资源”这一核心主张,并认识到“差异即资源”的实质在于“求异”;从情感的、物理的和制度的三个方面营造安全、信任与支持性的互动场域,为教师主体性的彰显提供土壤;从“是什么”“、如何做”以及“为什么”三个角度建构出多层次多类型的边界客体,不断促进合作主体间的交流与沟通。这三个方面形成合力,共同构成了跨界学习视域下U-S合作的运行系统,推动了跨界学习机制的形成,进而建构出跨界学习视域下U-S合作的理论模型,为教师专业发展带来新的可能。

How to resolve the dilemma of overemphasis on homogeneity in the current U-S cooperation and essentially activate the subjectivity of diverse participants has become the key to fostering the sustainable growth of U-S cooperation for teachers'professional development.Following thisapproach,theboundary-crossinglearningtheory,which underscores heterogeneity in group learning processes has come into our view.Taking the Teacher Research Literacy Enhancement programasresearch object,this research aimstoreconstruct the current U-S cooperation through the lens of boundary-crossing learning theory,and to explore what kind of new patterns U-S cooperation can present as well as what kind of new situation it can bring to teachers'professional development.Research has revealed that the key to optimizing U-S cooperation in the perspective ofboundary-crossing learning lies in following three pivotal aspects.Firstly,it relies on the core proposition of'differences as resources',which shifts from mere complementarity to embracing diversity.Secondly,it cultivates a secure,trustful,and supportive interactive field from emotional,physical,and institutional aspects,providing a fertile ground for teachers to manifest their subjectivity.Lastly,it establishes multi-level and multi-type boundary objects from'what it is'how to do'and why',thus continuously promoting communication and interactionamongparticipants.These above three aspects work together to constitute the operating system of U-S cooperation in the perspective of boundary-crossing learning.This operating system triggers the formation of boundary-crossing learning mechanism,and further construct a theoretical model of U-S cooperation in the perspective of boundary learning,which brings new possibilities for teachers'professional development.