建构跨文化教师实践共同体:基于中英数学教师交流项目的思考

Building Cross-Culture Teacher Community of Practice: Based on UK-China Mathematics Teacher Exchange Program

中英数学教师交流项目由英国政府全额资助,是我国目前为止与发达国家开展的规模最大的中小学教师交流。本文从社会学习理论的视角,以中英数学教师交流项目为载体,对创建跨文化教师实践共同体进行了多角度的讨论:(1)文化作为两个共同体的边界,可以为共同体之间的跨界学习创造机会;(2)共同体知识的管理可以促进知识和经验的生成和发展,为教师的跨文化学习提供源泉;(3)尽管教师参与从边缘走向了核心位置,但他们在不同活动中跨界学习的程度可能并不一致。

The UK-China Mathematics Teacher Exchange Program is fully funded by the UK government and is the largest teacher exchange program in China with developed countries.From the perspective of social learning theory,the project is used to discuss cross-cultural teacher community of practice in general:(1)culture as the boundary of two communities can create opportunities for boundary learning;(2)Community knowledge management can promote development of knowledge and experience,and provide a resource for teachers’cross-cultural learning;(3)Although teachers move from the peripheral to the core group,their boundary learning in different activities may be inconsistent.