本文選題：大學(xué)與中小學(xué)合作 + 教師研修共同體�。� 參考：《西南大學(xué)》2017年碩士論文

【摘要】：大學(xué)和中小學(xué)教師研修共同體,開宗明義,主要是大學(xué)和中小學(xué)校的教師聯(lián)合起來(lái)開展學(xué)習(xí)、教研和探索的一種方式,是一種跨文化的合作與融通的研修共同體,是以一群有著共同理想和信念的教師為基本的研究主體,以教學(xué)、科研為主要手段,開展多渠道、多樣化的合作互動(dòng),旨在推動(dòng)教學(xué)中各類問(wèn)題有效破解,促進(jìn)教師個(gè)人綜合素質(zhì)提高,同時(shí)推動(dòng)整個(gè)教師隊(duì)伍教學(xué)水平提升,實(shí)現(xiàn)教師自身專業(yè)水平的提升和團(tuán)隊(duì)教學(xué)力量的增強(qiáng)而形成的教師聯(lián)合體。以下本文將之簡(jiǎn)稱為U-S教師研修共同體。本文將研究的主要問(wèn)題分解為以下幾部分:1.美國(guó)大學(xué)—中小學(xué)教師合作研修共同體的合作體制與機(jī)制的設(shè)計(jì)在近三十年發(fā)展與演進(jìn)中經(jīng)歷了怎樣的變化?提供了怎樣的經(jīng)驗(yàn)教訓(xùn)?2.我國(guó)大學(xué)—中小學(xué)教師研修共同體的現(xiàn)狀審視以及發(fā)展中的困境及其原因分析。3.基于對(duì)以上問(wèn)題的剖析和研究,從不同層面深入探討建構(gòu)大學(xué)—中小學(xué)教師研修共同體的新形態(tài)發(fā)展圖景和多方機(jī)制保障問(wèn)題,其中包含指導(dǎo)思想與目標(biāo)定位、核心要素分析、實(shí)施過(guò)程和策略、跨界運(yùn)行機(jī)制以及內(nèi)驅(qū)生成機(jī)制、結(jié)構(gòu)運(yùn)行機(jī)制和制度保障建設(shè)問(wèn)題的研究。構(gòu)建大學(xué)和中小學(xué)教師研修共同體,這是一種全新教育理念,通過(guò)合作過(guò)程中多重角色的持續(xù)互動(dòng),將外部的改革政策和自身的學(xué)校變革計(jì)劃有機(jī)地融合在一起,把學(xué)校系統(tǒng)引入一個(gè)持續(xù)的、開放的、參與的新的變革框架中。同時(shí),在整合教師隊(duì)伍發(fā)展和學(xué)校整體發(fā)展的基礎(chǔ)上,促進(jìn)教師專業(yè)發(fā)展與學(xué)校的共同提升。在推進(jìn)教育系統(tǒng)變革中,大學(xué)與中小學(xué)教師研修共同體成為推進(jìn)教師專業(yè)發(fā)展的基本策略。首先,本研究通過(guò)大量的文獻(xiàn)分析和成果總結(jié),梳理國(guó)內(nèi)外有關(guān)大學(xué)與中小學(xué)教師合作研究的發(fā)展歷程,酌古御今,探索構(gòu)建U-S教師研修共同體的寶貴經(jīng)驗(yàn),將其作為推動(dòng)教師隊(duì)伍專業(yè)水平提升的平臺(tái),大學(xué)和中小學(xué)教師的聯(lián)合能夠更好地促進(jìn)整個(gè)教師隊(duì)伍綜合素質(zhì)提升,實(shí)現(xiàn)思維和智慧的碰撞,觀念和方法的提升,情感和心靈的共鳴,它有助于教育教學(xué)質(zhì)量的提升,而且又是促進(jìn)教師群體專業(yè)成長(zhǎng)的重要有效途徑。其次,通過(guò)分析、借鑒美國(guó)U-S教師研修共同體的實(shí)踐模式及經(jīng)驗(yàn),針對(duì)我國(guó)教師隊(duì)伍整體發(fā)展的現(xiàn)實(shí)狀況,明確教師研修共同體的整體目標(biāo)和任務(wù),組建較為科學(xué)的組織模式,并完善其可持續(xù)發(fā)展的價(jià)值理念策略;旨在解決目前我國(guó)大學(xué)與中小學(xué)教師研修共同體在實(shí)施和發(fā)展成長(zhǎng)中遭遇的困難與問(wèn)題,進(jìn)一步明確帶有自身特點(diǎn)的整體運(yùn)作理念、具體操作模式、組織體系和推進(jìn)機(jī)制,推動(dòng)參與進(jìn)來(lái)的各個(gè)學(xué)科、各種經(jīng)歷、各具所長(zhǎng)的老師能夠在現(xiàn)有基礎(chǔ)上得到進(jìn)一步提升,實(shí)現(xiàn)讓整個(gè)教師隊(duì)伍總體綜合技能實(shí)現(xiàn)提升的目的。最后,本研究著重對(duì)以大學(xué)和中小學(xué)教師為核心的研修共同體模式的建構(gòu)進(jìn)行了深入研究,其中包含對(duì)大學(xué)與中小學(xué)教師研修共同體的指導(dǎo)思想、目標(biāo)定位、核心要素、超越性、跨界學(xué)習(xí)機(jī)制、實(shí)施過(guò)程以及保障機(jī)制等重要內(nèi)容的探討。推動(dòng)研修共同體更好地體現(xiàn)自身作用,急需結(jié)合實(shí)際建構(gòu)較為科學(xué)的運(yùn)行體系、較為完備的制度體系,需要教育行政部門、中小學(xué)校及大學(xué)共同參與進(jìn)來(lái),共商決策。這無(wú)疑是一個(gè)漫長(zhǎng)而艱辛的過(guò)程,然而為了探索U-S教師研修共同體如何更好地促進(jìn)教師專業(yè)發(fā)展、如何更好地促進(jìn)教師教育理論與實(shí)踐的融合,值得教育工作者鉤深索隱、砥志研思,對(duì)推動(dòng)目前國(guó)內(nèi)大學(xué)與中小學(xué)教師研修共同體整體水平提升,發(fā)揮具有積極作用的推動(dòng)效應(yīng)。
[Abstract]:The University and the primary and secondary school teachers' research and training community, which are mainly the teachers of the universities and primary and secondary schools, are combined to carry out learning, teaching and research and exploration. It is a cross-cultural cooperation and study community. It is based on a group of teachers with common ideals and beliefs as the basic research subject, teaching and scientific research. In order to carry out multichannel and diversified cooperation and interaction, the aim of this paper is to promote the effective solution of various problems in teaching, promote the improvement of teachers' personal comprehensive quality, promote the teaching level of the whole teachers, and realize the teacher's own professional level and the enhancement of the team teaching strength. The main issues of this study are divided into the following parts: 1. how has the design of the cooperative system and mechanism of the 1. American College and primary school teacher cooperation research community experienced in the development and evolution of the last thirty years? What lessons have been provided? 2. The present situation of the community and the analysis of the difficulties and its causes in the development.3. are based on the analysis and study of the above problems. From different levels, the new patterns of development and the guarantee of the multi party mechanism are deeply discussed from different levels, including the guiding ideology and target orientation, the analysis of core elements, and the analysis of the core elements. The process and strategy, the transboundary operation mechanism, the internal drive generation mechanism, the structure operation mechanism and the system guarantee construction problem. The construction of the University and the primary and secondary school teacher training community. This is a new educational idea. Through the continuous interaction of multiple roles in the process of cooperation, the external reform policy and its own school reform plan are carried out. Together, the school system is introduced into a continuous, open, and participating new framework of change. At the same time, on the basis of integrating the development of teachers and the overall development of the school, the teachers' professional development and the promotion of the school are promoted. In the transformation of the educational system, the University and the primary and secondary school teacher training community has become a push. First, the basic strategies for the development of teachers' professional development. First, through a large number of literature analysis and summary of results, this study combs the development process of the cooperation research between universities and primary and secondary school teachers both at home and abroad, and explores the valuable experience of building the U-S teacher training community as a platform for promoting the professional level of the teachers. The combination of teachers with primary and secondary schools can better promote the overall quality of the teachers' team, realize the impact of thinking and wisdom, the promotion of ideas and methods, the resonance of emotion and mind. It is helpful to the improvement of the quality of education and teaching, and is also an important and effective way to promote the professional development of the teachers' group. Secondly, through the analysis and the beauty of the United States, it can be used for reference. The practice model and experience of the U-S teacher training community in China, in view of the actual situation of the overall development of our teachers' team, clear the overall objectives and tasks of the teachers' study and repair the community, set up a more scientific organization model, and improve the strategy of the value concept of its sustainable development, aiming at solving the common study of teachers in our universities and primary and secondary schools. In the implementation and development of the difficulties and problems encountered, further clear the overall operation concept with its own characteristics, the specific operation mode, the organization system and the promotion mechanism, and promote the various disciplines involved, various experiences, the teachers of the respective directors can be further promoted on the basis of the existing basis to realize the whole teachers team. In the end, this study focuses on the construction of the model of the college and primary and secondary school teachers as the core of the study, including the guiding ideology, target orientation, core elements, transcendence, transboundary learning mechanism, and implementation process of the University and primary and secondary school teachers training community. It is undoubtedly a long and difficult process to promote the important content of the guarantee mechanism. It is a long and difficult process to promote the research community to better reflect its own role. It is urgently needed to build a more scientific system of operation and a more complete system. To explore how the U-S teacher training community can promote the professional development of teachers and how to promote the integration of the theory and practice of teachers' education, it is worthwhile for educators to have a deep understanding, and to promote the promotion of the overall level of the current domestic university and primary and secondary school teachers' research community and play a positive role in promoting the development of the current domestic university and primary and secondary school teachers' research community.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G451

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 袁麗;石中英;朱旭東;;U-S合作伙伴關(guān)系“三級(jí)協(xié)同多維度”體系的構(gòu)建與反思——以北京師范大學(xué)教育學(xué)部為例[J];大學(xué)(研究版);2015年12期

2 王曉芳;;從共同體到伙伴關(guān)系:教師學(xué)習(xí)情境和方式的擴(kuò)展與變革[J];華東師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2015年03期

3 鄭鑫;尹弘飚;王曉芳;;跨越教師學(xué)習(xí)的邊界[J];教育發(fā)展研究;2015年10期

4 宋萑;李大圣;;大學(xué)-區(qū)域伙伴協(xié)作實(shí)現(xiàn)教師教育創(chuàng)新——以重慶江北APEx實(shí)驗(yàn)區(qū)為例[J];中國(guó)教師;2014年23期

5 陳紫天;林杰;;大學(xué)與中小學(xué)合作促進(jìn)教師專業(yè)發(fā)展的生成機(jī)制——基于組織間關(guān)系理論的解析[J];沈陽(yáng)師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2014年06期

6 林海亮;陳理宣;;戰(zhàn)略合作伙伴學(xué)校聯(lián)盟:大中小學(xué)合作模式的創(chuàng)新[J];教育發(fā)展研究;2013年20期

7 彭虹斌;;U-S合作的困境、原因與對(duì)策[J];教育科學(xué)研究;2012年02期

8 楊小微;;大學(xué)與中小學(xué)的文化互動(dòng)及共生[J];教育發(fā)展研究;2011年20期

9 吳康寧;;從利益聯(lián)合到文化融合:走向大學(xué)與中小學(xué)的深度合作[J];南京師大學(xué)報(bào)(社會(huì)科學(xué)版);2010年03期

10 王凌;陳瑤;;大學(xué)與中小學(xué)合作伙伴關(guān)系的形成與發(fā)展——基于云南農(nóng)村學(xué)校改革個(gè)案的分析[J];民族教育研究;2010年02期

相關(guān)博士學(xué)位論文 前1條

1 張曉莉;美國(guó)教師教育中大學(xué)與中小學(xué)合作的體制與機(jī)制研究[D];東北師范大學(xué);2013年

相關(guān)碩士學(xué)位論文 前8條

1 許超;大學(xué)與中小學(xué)合作發(fā)展中的權(quán)力沖突與調(diào)適策略研究[D];哈爾濱師范大學(xué);2012年

2 孫士婷;“三方”合作保障制度問(wèn)題研究[D];東北師范大學(xué);2012年

3 徐旭;高校參與下的中學(xué)教師研修共同體支持平臺(tái)研究[D];西南大學(xué);2011年

4 吳群;以區(qū)域教師研修共同體的構(gòu)建促進(jìn)教師的專業(yè)發(fā)展[D];湖南師范大學(xué);2010年

5 王丹;英美大學(xué)與中小學(xué)合作的教師培養(yǎng)模式比較研究[D];西南大學(xué);2009年

6 于學(xué)友;教師發(fā)展學(xué)校建設(shè)中的大學(xué)與中小學(xué)合作[D];首都師范大學(xué);2005年

7 何樹彬;中小學(xué)學(xué)習(xí)共同體之構(gòu)建：理念與策略[D];華東師范大學(xué);2005年

8 鄧濤;大學(xué)與中小學(xué)合作：英美兩國(guó)教師培養(yǎng)模式比較研究[D];東北師范大學(xué);2003年

，

本文編號(hào)：1882062